MARLBOROUGH PUBLIC SCHOOL DISTRICT
COORDINATED PROGRAM REVIEW
REPORT OF FINDINGS
Dates of Onsite Visit: February 28,29 & March 3-7, 2008
Date of Draft Report: May 2, 2008
Date of Final Report: May 22, 2008
Action Plan Due: July 7, 2008
Department of Elementary and Secondary Education Onsite Team Members:
Paul J. Aguiar, Chairperson
Elizabeth Holcombe
Anne Higgins
Patricia Cameron, EEC
Amanda LeBleu, OLAAA
Arlene Hijara, OLAAA
Mitchell D. Chester, Ed.D.
Commissioner of Elementary and Secondary Education
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW REPORT
MARLBOROUGH PUBLIC SCHOOL DISTRICT
SCOPE OF COORDINATED PROGRAM REVIEWS ............................................................................... 3
COORDINATED PROGRAM REVIEW ELEMENTS............................................................................... 4
REPORT INTRODUCTION ........................................................................................................................ 6
DEFINITION OF COMPLIANCE RATINGS ............................................................................................. 9
LEGAL STANDARDS, COMPLIANCE RATINGS AND FINDINGS: .................................................. 10
SPECIAL EDUCATION .......................................................................................................................... 10
CIVIL RIGHTS AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS............. 54
ENGLISH LEARNER EDUCATION ..................................................................................................... 71
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 2 of 84
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW REPORT
MARLBOROUGH PUBLIC SCHOOL DISTRICT
SCOPE OF COORDINATED PROGRAM REVIEWS
As one part of its accountability system, the Department of Elementary and Secondary Education
oversees local compliance with education requirements through the Coordinated Program Review (CPR).
All reviews cover selected requirements in the following areas:
Special Education (SE)
 selected requirements from the federal Individuals with Disabilities Education Act (IDEA-2004),
the federal regulations promulgated under that Act at 34 CFR Part 300, M.G.L. c. 71B (Chapter
766 of the Acts of 1972), and the Massachusetts Board of Elementary and Secondary Education’s
Special Education regulations (603 CMR 28.00), as amended effective July 1, 2005. Federal
requirements selected for the 2007-2008 reviews include, among others, the requirements
specified by the federal Office for Special Education Programs (OSEP) and the requirements
revised by IDEA-2004 and described in the Department's Special Education Advisories.
Civil Rights Methods of Administration and Other General Education Requirements (CR)
 selected federal civil rights requirements under Title VI of the Civil Rights Act of 1964, the Equal
Educational Opportunities Act of 1974, Title IX of the Education Amendments of 1972, Section
504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act of 1990,
together with selected state requirements under M.G.L. c. 76, Section 5 (Chapter 622 of the Acts
of 1971) and other Massachusetts General Laws.
 selected requirements from the Massachusetts Board of Elementary and Secondary Education’s
Physical Restraint regulations (603 CMR 46.00).
 selected requirements from the Massachusetts Board of Elementary and Secondary Education’s
Student Learning Time regulations (603 CMR 27.00).
English Learner Education (ELE) in Public Schools
 selected requirements from M.G.L. c. 71A, the state law that governs the provision of education
to limited English proficient students, and 603 CMR 14.00, as well as the No Child Left Behind
Act of 2001 and Title VI of the Civil Rights Act of 1964. During the 2007-2008 school year, all
districts that enroll limited English proficient students will be reviewed using a combination of
updated standards and a self-assessment instrument overseen by the Department’s Office of
Language Acquisition and Academic Achievement (OLAAA), including a request for
information regarding ELE programs and staff qualifications.
Some reviews also cover selected requirements in:
Career/Vocational Technical Education (CVTE)
 career/vocational technical education programs under the federal Carl D. Perkins Vocational and
Technical Education Act of 1998 and M.G.L. c. 74.
Districts providing Title I services participate in Title I program monitoring during the same year they are
scheduled for a Coordinated Program Review. Details regarding the Title I program monitoring process
are available at: http://www.doe.mass.edu/titlei/monitoring.
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Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 3 of 84
COORDINATED PROGRAM REVIEW ELEMENTS
Team:
Depending upon the size of a school district and the number of programs to be reviewed, a
team of two to eight Department staff members, together with any necessary outside
consultants, conducts a Coordinated Program Review over two to ten days in a school district
or charter school.
Timing:
Each school district and charter school in the Commonwealth is scheduled to receive a
Coordinated Program Review every six years and a mid-cycle special education follow-up
visit three years after the Coordinated Program Review; about seventy-five school districts
and charter schools are scheduled for Coordinated Program Reviews in 2007-2008. The
Department’s 2007-2008 schedule of Coordinated Program Reviews is posted on the
Department’s web site at <<http://www.doe.mass.edu/pqa/review/cpr/schedule.html>>. The
statewide six-year Program Review cycle, including the Department’s Mid-cycle follow-up
monitoring schedule, is posted at
<<http://www.doe.mass.edu/pqa/review/cpr/6yrcycle.html>>.
Criteria: The Program Review criteria for each program encompass the requirements that have been
selected for review. The requirements selected for review in all of the regulated programs are
those that are most closely aligned with the goals of the Massachusetts Education Reform Act
of 1993 to promote student achievement and high standards for all students.
Methods: Methods used in reviewing programs include:

Review of documentation about the operation of the charter school or district's programs.

Interviews of administrative, instructional, and support staff across all grade levels.

Interviews of parent advisory council (PAC) representatives and other interviews as
requested by other parents or members of the general public.

Review of student records for special education (and for student accommodation plans
under Section 504), English learner education, and career/vocational technical education.
The Department selects a representative sample of student records for the onsite team to
review, using standard Department procedures, to determine whether procedural and
programmatic requirements have been implemented.

Surveys of parents of students with disabilities and parents of English learners. Parents of
students with disabilities whose files are selected for the record review, as well as the
parents of an equal number of other students with disabilities, are sent a survey that
solicits information regarding their experiences with the district’s implementation of
special education programs, related services, and procedural requirements; parents of
English learners whose files are selected for the record review are sent a survey of their
experiences with the district's implementation of the English learner education program
and related procedural requirements.

Observation of classrooms and other facilities. The onsite team visits a sample of
classrooms and other school facilities used in the delivery of programs and services to
determine general levels of compliance with program requirements.
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Note on collaborative programs and services. Where the district is a member of a
collaborative approved by the Department of Elementary and Secondary Education and is a
site for programs or services operated by the collaborative, interviews, student record review,
and observation of classrooms are conducted for the collaborative.
Report: Preparation:
At the end of the onsite visit, the onsite team will hold an informal exit meeting to summarize
its preliminary findings for the Superintendent or Charter School Leader and anyone else he
or she chooses. Within approximately 45 business days of the onsite visit, the Onsite
Chairperson will forward to the Superintendent or Charter School Leader (and Collaborative
Director where applicable) a Draft Report containing specific findings from the Program
Review. The district (and collaborative) will then have 10 business days to review the report
for factual accuracy before the publication of a Final Report. The Final Report will be issued
within approximately 60 business days of the conclusion of the onsite visit and posted on the
Department’s website at <http://www.doe.mass.edu/pqa/review/cpr/reports/>.
Content:
Ratings. The onsite team gives a rating for each compliance criterion it reviews; those ratings
are “Commendable,” “Implemented” (meaning at least substantially implemented),
“Implementation in Progress,” “Partially Implemented,” “Not Implemented” (meaning at
least substantially not implemented), and “Not Applicable.” “Implementation in Progress,”
used for criteria containing new legal requirements, means that the district has implemented
any old requirements contained in the criterion and is training staff or beginning to implement
the new requirements in such a way that the onsite team anticipates that the new requirements
will be implemented by the end of the school year.
Findings. The onsite team includes a finding for each criterion that it rates “Commendable,”
“Partially Implemented,” or “Not Implemented,” explaining the basis for the rating. It may
also include findings for other criteria.
Response: Where criteria are found “Partially Implemented” or “Not Implemented”, the district or
charter school must propose corrective action to bring those areas into compliance with the
relevant statutes and regulations. This corrective action plan will be due to the Department
within 30 business days after the issuance of the Final Report and is subject to the
Department’s review and approval.
As the school or district is implementing the approved corrective action, Department staff
will provide ongoing technical assistance. To assist in the implementation of corrective action
related to the area of special education, schools and districts may apply for limited special
education technical assistance funds. School districts and charter schools must
demonstrate effective resolution of noncompliance identified by the Department as soon
as possible but in no case later than one year from the issuance of the Department’s
Final Program Review Report.
The Department believes that the Coordinated Program Review is a positive experience and that the Final
Report is helpful in planning for the continued improvement of programs and services in each school
district, charter school, and educational collaborative.
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REPORT INTRODUCTION
A six-member Massachusetts Department of Elementary and Secondary Education team visited the
Marlborough Public School District during the week of March 3, 2008 to evaluate the implementation of
selected criteria in the program areas of special education, civil rights and other related general education
requirements, and English learner education. The team appreciated the opportunity to interview staff and
parents, to observe classroom facilities and to review the programs underway in the district. The onsite
team would like to commend the following areas that were brought to its attention and that it believes
have a significant and positive impact on the delivery of educational services for students enrolled in the
Marlborough Public School District. These areas are as follows:
The district consistently uses its District Accommodation Plan and Building Accommodation Plans to
strengthen regular education programs.
The High School’s Life Skills Extension program at the Hildreth Building offers best practice in its
innovative approach to transition planning, school-to-work, and meaningful use of adaptive technology
for students between the ages of 18-22.
The district has a strong built-in infrastructure for its Applied Behavior Analysis program.
The Early Childhood Center provides an integrated half days preschool program as well as adaptive
preschool and ABA preschool programs with extended days.
Some of the commendations noted above are repeated within the body of the Department’s report under
the appropriate compliance criteria.
The Department is submitting the following Coordinated Program Review Report containing findings
made pursuant to this onsite visit. In preparing this report, the team reviewed extensive written
documentation regarding the operation of the district's programs, together with information gathered by
means of the following Department program review methods:







Interviews of 12 administrative staff.
Interviews of 62 teaching and support services staff across all levels.
Interviews of four parent advisory council (PAC) representatives.
Interviews as requested by persons from the general public.
Student record reviews: A sample of 37 Special Education, three not eligible for Special Education,
17 ELE, three former ELE and two 504 student records were selected by the Department. Student
records were first examined by local staff, whose findings were then verified by the onsite team using
standard Department of Elementary and Secondary Education student record review procedures to
make determinations regarding the implementation of procedural and programmatic requirements.
Surveys of parents of students with disabilities: 59 parents of students with disabilities were sent
surveys that solicited information about their experiences with the district’s implementation of special
education programs, related services and procedural requirements. 12 of these parent surveys were
returned to the Department of Elementary and Secondary Education for review.
Surveys of parents of ELE students: 17 parents of ELE students were sent surveys that solicited
information about their experiences with the district’s implementation of English learner education
programs, services, and procedural requirements. Four of these parent surveys were returned to the
Department of Elementary and Secondary Education for review.
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
Observation of classrooms and other facilities. Eight buildings and 23 instructional classrooms and
other school facilities used in the delivery of programs and services were visited to determine general
levels of compliance with program requirements.
The report includes findings in the program areas reviewed organized under nine components. These
components are:
Component I: Assessment of Students
Component II: Student Identification and Program Placement
Component III: Parent and Community Involvement
Component IV: Curriculum and Instruction
Component V: Student Support Services
Component VI: Faculty, Staff and Administration
Component VII: School Facilities
Component VIII: Program Evaluation
Component IX: Recordkeeping and Fund Use
The findings in each program area explain the “ratings,” determinations by the team about the
implementation status of the criteria reviewed. The ratings indicate those criteria that were found by the
team to be substantially “Implemented” or implemented in a “Commendable” manner. (Refer to the
“Definition of Compliance Ratings” section of the report.) Where criteria were found to be either
"Partially Implemented" or "Not Implemented," the district or charter school must propose to the
Department corrective actions to bring those areas into compliance with the controlling statute or
regulation. In some instances the team may have rated a requirement as “Implemented” or
“Implementation in Progress” but made a specific comment on the district’s implementation methods that
also requires response from the district or charter school.
Districts are expected to incorporate the corrective action into their district and school improvement
plans, including their professional development plans.
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MARLBOROUGH PUBLIC SCHOOL DISTRICT
SUMMARY OF COMPLIANCE CRITERIA INCLUDED IN THIS REPORT
RECEIVING A COMMENDABLE RATING
FROM THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
Special Education
Civil Rights and
Other General
Education
Requirements
English
Learner
Education
SE 34
SUMMARY OF COMPLIANCE CRITERIA INCLUDED IN THIS REPORT
REQUIRING CORRECTIVE ACTION
PROGRAM AREA
PARTIALLY
IMPLEMENTED
Special Education
SE 1, SE2, SE6, SE8, SE9,
SE13, SE14, SE17, SE18A,
SE18B, SE22, SE24, SE25,
SE27, SE29, SE40, SE41,
SE46, SE47, SE48, SE55
CR3, CR7A, CR9, CR10A,
CR13, CR16, CR17A
Civil Rights and Other
General Education
Requirements
English Learner
Education
NOT IMPLEMENTED
OTHER CRITERIA
REQUIRING
RESPONSE
ELE1, ELE3, ELE5, ELE6,
ELE9, ELE10, ELE12,
ELE13, ELE14, ELE15,
ELE16, ELE18
NOTE THAT ALL OTHER CRITERIA REVIEWED BY THE DEPARTMENT THAT ARE NOT
MENTIONED ABOVE HAVE RECEIVED AN “IMPLEMENTED” OR “NOT APPLICABLE” RATING.
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DEFINITION OF COMPLIANCE RATINGS
Commendable
Any requirement or aspect of a requirement
implemented in an exemplary manner significantly
beyond the requirements of law or regulation.
Implemented
The requirement is substantially met in all important
aspects.
Implementation in Progress
The requirement includes one or more new federal
special education requirements that became effective
with the federal regulations on October 13, 2006. The
district or charter school has implemented any previous
requirements included in the criterion and is currently
engaged in staff training and/or is beginning
implementation practices for new requirements which
the Department’s onsite team anticipates will result in
substantial compliance by the end of the 2007-2008
school year.
Partially Implemented
The requirement, in one or several important aspects, is
not entirely met.
Not Implemented
The requirement is totally or substantially not met.
Not Applicable
The requirement does not apply to the school district or
charter school.
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
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SPECIAL EDUCATION
LEGAL STANDARDS,
COMPLIANCE RATINGS AND
FINDINGS
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
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Page 10 of 84
SPECIAL EDUCATION
CRITERION
NUMBER
I. ASSESSMENT OF STUDENTS
Legal Standard
SE 1
Assessments are appropriately selected and interpreted for students referred
for evaluation
1.
Tests and other evaluation materials are:
a.
validated
b.
administered and interpreted by trained individuals
c.
tailored to assess specific areas of educational need and
related developmental needs
d.
selected and administered to reflect aptitude and
achievement levels and related developmental needs
e.
as free as possible from cultural and linguistic bias
f.
provided and administered in the language and form most
likely to yield accurate information on what the student
knows and can do academically, developmentally, and
functionally
g.
not the sole criterion for determining an appropriate
educational program
h.
not only those designed to provide a single general
intelligence quotient
i.
are selected and administered to ensure that when a test is
administered to a student with impaired sensory, manual, or
speaking skills, the test results accurately reflect the
student's aptitude or achievement level or the other factors
the test purports to measure
j.
technically sound instruments that may assess the relative
contribution of cognitive and behavioral factors, in addition
to physical or developmental factors
2.
In interpreting evaluation data and making decisions, the district:
a.
uses information from a variety of sources to gather relevant
functional and developmental information, including
information provided by the parent
b.
ensures that information obtained from these sources is
considered
c.
ensures that the placement decision conforms with
placement in the least restrictive environment
d.
includes information related to enabling the student to be
involved in and progress in the general curriculum
State Requirements
603 CMR 28.04
603 CMR 28.05
Federal Requirements
34 CFR 300.304; 300.305; 300.306(c)
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CRITERION
NUMBER
SPECIAL EDUCATION
I. ASSESSMENT OF STUDENTS
Legal Standard
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that the district does not always provide and administer
assessments in a language most likely to yield accurate information on what the student knows and
can do academically, developmentally and functionally for a student identified as Limited English
Proficient, especially for low incidence students. The review of student records and interviews
indicate that assessments administered to students that are second language learners are not always
selected and administered to reflect the student’s aptitude and achievement levels in English and do
not always take into consideration progress LEP students have made compared to other LEP students
learning a new language, especially students at the lower elementary grade levels. All of the above
may therefore result in misidentification of Limited English Proficient students as students with
disabilities.
CRITERION
NUMBER
Legal Standard
SE 2
Required and optional assessments
1.
Required assessments: The following assessments are completed by
appropriately credentialed and trained specialists for each referred student:
a. Assessment(s) in all areas related to the suspected disability (ies)
including consideration of any needed assistive technology devices
and services and/or instruction in braille.
b. Educational assessment by a representative of the school district,
including a history of the student’s educational progress in the general
curriculum.
c. Assessment by a teacher(s) with current knowledge regarding the
student’s specific abilities in relation to learning standards of the
Massachusetts Curriculum Frameworks and the district’s general
education curriculum, as well as an assessment of the student’s
attention skills, participation behaviors, communication skills,
memory, and social relations with groups, peers, and adults.
d. For a child being assessed to determine eligibility for services at age
three (3), an observation of the child’s interactions in the child’s
natural environment or early intervention program is strongly
encouraged together with the use of current assessments from early
intervention Teams to avoid duplicate testing.
2.
Optional assessments: The Administrator of Special Education may
recommend or the parent may request one or more of the following:
a. A comprehensive health assessment by a physician that identifies
medical problems or constraints that may affect the student's
education. The school nurse may add additional relevant health
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CRITERION
NUMBER
Legal Standard
information from the student’s school health records.
b. A psychological assessment by a certified school psychologist,
licensed psychologist, or licensed educational psychologist, including
an individual psychological examination.
3.
c. A home assessment that may be conducted by a nurse, psychologist,
social worker, guidance or adjustment counselor, or teacher and
includes information on pertinent family history and home situation
and may include a home visit, with the agreement of the parent
At the re-evaluation of a student, if no additional assessments are needed to
determine whether the student continues to be eligible for special education,
the school district recommends to the student’s parents the following:
a. that no further assessments are needed and the reasons for this; and
b. the right of such parents to request an assessment.
State Requirements
603 CMR 28.04 (1) and (2)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.304; 300.305; 300.324(a)(2)(v)
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that not all required assessments, such as suspected disability
and educational, are always administered or are not always documented.
CRITERION
NUMBER
Legal Standard
SE 3
Special requirements for determination of specific learning disability
When a student suspected of having a specific learning disability is evaluated, the
Team creates a written determination as to whether or not he or she has a specific
learning disability, which is signed by all members of the Team, or if there is
disagreement as to the determination, one or more Team members document their
disagreement.
Federal Requirements
34 CFR 300.8(c)(10); 300.311
District Response Required: No
Rating: Implemented
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CRITERION
NUMBER
Legal Standard
SE 4
Reports of assessment results
1.
Each person conducting an assessment shall summarize in writing the
procedures employed, the results, and the diagnostic impression, and shall
define in detail and in educationally relevant and common terms, the
student’s needs, offering explicit means of meeting them. Assessors may
recommend appropriate types of placements, but shall not recommend
specific classrooms or schools.
2.
Summaries of assessments are completed prior to discussion by the Team
and, upon request, are made available to the parent at least two days in
advance of the Team discussion.
State Requirements
603 CMR 28.04(2)(c)
Rating: Implemented
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 5
Participation in general State and district-wide assessment programs
1. All students with disabilities whose placements are funded by the district are
included in the Massachusetts Comprehensive Assessment System (MCAS)
and other district-wide assessment programs.
2. The district’s IEP Teams designate how each student will participate and, if
necessary, provide an alternate assessment.
3. The superintendent of a school district--or, for a public school program that
is not part of a school district, the equivalent administrator—
a. files an MCAS performance appeal for a student with a
disability when the student’s parent or guardian or the student, if
18 or over, requests it, provided that the student meets the
eligibility requirements for such an appeal;
b. obtains the consent of the parent or guardian or the student, if 18
or over, for any MCAS performance appeal filed on behalf of a
student with a disability;
c. includes in the MCAS performance appeal, to the extent
possible, the required evidence of the student’s knowledge and
skills in the subject at issue.
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CRITERION
NUMBER
Legal Standard
State Requirements
St. 2003, c. 140, s. 119;
603 CMR 30.05(2),(3),(5)
Rating: Implemented
Federal Requirements
20 U.S.C. 1412(a)(16)
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 6
Determination of transition services
1.
The Team discusses the student’s transition needs annually beginning no
later than when the student is 15 years old and documents its discussion on the
Transition Planning Form.
2. The Team reviews the Transition Planning Form annually and updates
information on the form and the IEP, as appropriate.
3.
Reserved
4.
For any student approaching graduation or the age of twenty-two, the Team
determines whether the student is likely to require continuing services from
adult human service agencies. In such circumstances, the Administrator of
Special Education makes a referral to the Bureau of Transitional Planning in
the Executive Office of Health and Human Services in accordance with the
requirements of M.G.L. c. 71B, §§12A-12C (known as Chapter 688).
5. In cases where the IEP included needed transition services and a participating
agency other than the school district fails to provide these services, the Team
reconvenes to identify alternative strategies to meet the transition objectives.
6.
The district ensures that students are invited to and encouraged to attend part
or all of Team meetings at which transition services are discussed or
proposed.
State Requirements
M.G.L.c.71B, Sections 12A-C
603 CMR 28.05(4)(c)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.320(b); 300.321(b);
300.322(b)(2); 300.324(c)
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records and interviews indicate that transition plans are not always completed
at the Phoenix Program.
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CRITERION
NUMBER
Legal Standard
SE 7
Transfer of parental rights at age of majority and student participation and
consent at the age of majority
1.
One year prior to the student reaching age 18, the district informs the student
of his or her right at age 18 to make all decisions in relation to special
education programs and services.
2.
Upon reaching the age of 18, the school district implements procedures to
obtain consent from the student to continue the student’s special education
program.
3.
The district continues to send the parent written notices and information
the parent will no longer have decision-making authority, except as provided
below.
(a)
If the parent has sought and received guardianship from a court of
competent jurisdiction, then the parent retains full decision-making
authority. The parent does not have authority to override any
decision or lack of decision made by the student who has reached
the age of majority unless the parent has sought or received
guardianship or other legal authority from a court of competent
jurisdiction
(b)
The student, upon reaching the age of majority and in the absence of
any court actions to the contrary, may choose to share decisionmaking with his or her parent (or other willing adult), including
allowing the parent to co-sign the IEP. Such choice is made in the
presence of the Team and is documented in written form. The
student’s choice prevails at any time that a disagreement occurs
between the adult student and the parent or other adult with whom
the student has shared decision-making
(c)
The student, upon reaching the age of majority and in the absence of
any court actions to the contrary, may choose to delegate continued
decision-making to his or her parent, or other willing adult. Such
choice is made in the presence of at least one representative of the
school district and one other witness and is documented in written
form and maintained in the student record.
State Requirements
603 CMR 28.07(5)
Rating: Implemented
Federal Requirements
34 CFR 300. 320(c), 300.520
District Response Required: No
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CRITERION
NUMBER
Legal Standard
SE 8
IEP Team composition and attendance
The following persons are members of the IEP Team and may serve in multiple
roles:
1. The child’s parents.
2. A representative of the school district who acts as Chairperson and who is
(1) qualified to supervise or provide special education; (2) is knowledgeable
about the general curriculum; and (3) is knowledgeable about the availability
of resources of the district.
3. A representative of the school district who has the authority to commit the
resources of the district (and who may act as the Chairperson).
4. a. If the student may be involved in a regular education program, a regular
education teacher. If the student is involved in a regular education program,
a regular education teacher of the student.
b. If the student is participating in a special education program, a special
education teacher of the student or, if appropriate, a special education
provider for the student.
5.
The student, if one purpose of the meeting is to discuss transition
services or if otherwise appropriate and if he/she chooses.
6.
Other individuals at the request of the student's parents.
7.
Reserved
8.
An individual who is qualified to interpret the instructional implications
of evaluation results, who may be any one of the persons identified in parts 2
– 4 above.
9.
Other individuals who may be necessary to write an IEP for the child, as
determined by the Administrator of Special Education.
10.
When one purpose of the Team meeting is to discuss transition services,
a representative of any public agency who may be responsible for providing
or paying for transition services is invited to the Team meeting. If the
representative(s) does not attend the meeting, the school district takes other
steps to obtain the participation of these agencies.
11.
Reserved
12.
When one purpose of the Team meeting is to discuss placement, a
person knowledgeable about placement options is present at the meeting.
13.
Members of the Team attend Team meetings unless:
a.
the parent and district agree to use alternative means, such as a video
conference or a conference call, for any Team meeting
OR
a.
(i) the school district and parent agree that the member’s attendance
is not necessary or consent to the member’s excusal AND
(ii) the parent’s agreement or consent is in writing AND
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(iii) the member submits in writing any input he or she has related to the
IEP’s development.
State Requirements
603 CMR 28.02(21)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.116(a); 300.321; 300.328
See also, IDEA 97 regulations, 34 CFR
Part 300, Appendix A, Question #22
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that regular education teachers have not always been present
at IEP Team meetings and that excusal forms were not always either signed by the parent or did not
always indicate the individual being excused and his/her role on the Team.
CRITERION
NUMBER
Legal Standard
SE 9
Timeline for determination of eligibility and provision of documentation to
parent
Within forty-five school working days after receipt of the parent's written consent to
an initial evaluation or a re-evaluation, the school district determines whether the
student is eligible for special education and provides to the parent either a proposed
IEP and (except in cases covered by 603 CMR 28.06(2)(e)) proposed placement or a
written explanation of the finding of no eligibility.
State Requirements
603 CMR 28.05(1); 28.06(2)(e)
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
The review of student records and interviews indicate that the district is not always providing the
proposed IEP and placement to the parent within the 45-day mandated timeline for eligibility
determination.
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NUMBER
Legal Standard
SE 9A
Elements of the eligibility determination; general education accommodations
and services for ineligible students
1. To determine whether a student is eligible for special education, the district:
a.
provides an evaluation or re-evaluation
b.
convenes a Team meeting
c.
determines whether the student has one or more disabilities
d.
determines if the student is making effective progress in school
e.
determines if any lack of progress is a result of the student’s
disability
f.
determines if the student requires special education and/or related
services in order to make effective progress or if the student requires
related services in order to access the general curriculum
2.
If a Team determines that a student is not eligible for special education but
may be eligible for accommodation(s) for disability(ies) under Section 504,
the student is referred for consideration by the district for eligibility under
that regular education program.
3.
When the student does not need any direct services, the Team makes a
finding of no eligibility and appropriate services are provided through the
district’s general education program.
4.
When the student’s lack of progress is due to a lack of instruction in reading
or mathematics or limited English proficiency or social maladjustment, or is
due to an inability to meet the school discipline code but is not due to a
disability, the district makes a finding of no eligibility for special education
and may refer the student to a more appropriate instructional program or
support service.
State Requirements
603 CMR 28.05(1) and (2)
Rating: Implemented
Federal Requirements
34 CFR 300.8; 300.306
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 10
End of school year evaluations
If consent is received between 30 and 45 school working days before the end of the
school year, the school district ensures that a Team meeting is scheduled so as to
allow for the provision of a proposed IEP or written notice of the finding that the
student is not eligible no later than 14 days after the end of the school year.
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State Requirements
603 CMR 28.05(1)
Rating: Implemented
Federal Requirements
34 CFR 300.323
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 11
School district response to parental request for independent educational
evaluation
If a parent disagrees with an initial evaluation or re-evaluation completed by the
school district, and the parent requests an independent educational evaluation, the
district implements the following requirements:
1.
All independent educational evaluations funded by the district are conducted
by qualified persons who are registered, certified, licensed or otherwise
approved and who abide by the rates set by the state agency responsible for
setting such rates. Unique circumstances of the child are justified when an
individual assessment rate is higher than that normally allowed.
2.
The school district has procedures to offer parents the option of participating
in an income eligibility program for free or reduced cost independent
educational evaluations that are equivalent to the types of assessments done
by the school district.
3.
The district extends the right to a publicly funded independent educational
evaluation (only if cost shared or funded for state wards or for students
receiving free or reduced cost lunch) for sixteen (16) months from the date of
the evaluation with which the parent disagrees.
4.
If the parent is requesting an evaluation in an area not assessed by the school
district, or if the student does not meet or the parent does not choose to share
the financial documentation regarding the income eligibility standards for
free or reduced cost independent educational evaluation, then the school
district responds in accordance with the requirements of federal law by
paying for the independent educational evaluation or, within five school
days, proceeding to Special Education Appeals to show that its evaluation
was comprehensive and appropriate. Where the Department’s Special
Education Appeals finds that the school district’s evaluation was
comprehensive and appropriate, the school district does not pay for the
independent educational evaluation requested by the parent.
5.
Whenever possible, the independent educational evaluation is completed and a
written report sent no later than thirty (30) days after the date the parent
requests the independent educational evaluation.
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6.
If publicly funded, the report is sent to the parents and to the school district.
The independent evaluator’s report summarizes, in writing, procedures,
assessments, results, and diagnostic impressions as well as educationally
relevant recommendations for meeting identified needs of the student. The
independent evaluator recommends appropriate types of placements but does
not recommend specific classrooms or schools.
Within ten (10) school days from the time the school district receives the
report of the independent educational evaluation, the Team reconvenes and
considers the independent educational evaluation (which may be publicly or
privately funded) and whether a new or amended IEP is appropriate.
State Requirements
603 CMR 28.04(5)
Rating: Implemented
Federal Requirements
34 CFR 300.502
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 12
Frequency of re-evaluation
1. When the student’s needs warrant it or a parent or teacher requests it, the
school district, with parental consent, conducts a full re-evaluation consistent
with the requirements of federal law, provided that:
a. a re-evaluation is conducted every three years unless the parent and
district agree that it is unnecessary and
b. a re-evaluation is conducted no more frequently than once a year
unless the parent and district agree otherwise.
2. The district implements re-evaluation procedures in all cases where it is
suspected that a student is no longer eligible for special education, except
that no re-evaluation is required before the termination of eligibility because
a student has graduated with a regular high school diploma or exceeded the
age of eligibility.
State Requirements
603 CMR 28.04(3)
Rating: Implemented
Federal Requirements
34 CFR 300.303; 300.305(e)
District Response Required:
No
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NUMBER
Legal Standard
SE 13
Progress Reports and content
1. Parents receive reports on the student's progress toward reaching the goals
set in the IEP at least as often as parents are informed of the progress of nondisabled students.
2. Progress report information sent to parents includes written information on
the student’s progress toward the annual goals in the IEP.
3. Where a student’s eligibility terminates because the student has graduated
from secondary school or exceeded the age of eligibility, the school district
provides the student with a summary of his or her academic achievement and
functional performance, including recommendations on how to assist the
student in meeting his or her postsecondary goals.
State Requirements
603 CMR 28.07(3)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.305(e)(3); 300.320(a)(3)
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that progress reports are not always documented.
CRITERION
NUMBER
Legal Standard
SE 14
Review and revision of IEPs
1. At least annually, on or before the anniversary date of the IEP, a Team
meeting is held to consider the student’s progress and to review, revise, or
develop a new IEP or refer the student for a re-evaluation, as appropriate.
2. Amendments to the IEP. In between annual IEP meetings the district and
parent may agree to make changes to a student’s IEP, documented in
writing, without convening a meeting of the Team. Upon request, a parent is
provided with a revised copy of the IEP with the amendments incorporated.
State Requirements
603 CMR 28.04(3)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.324(a)(4), (6) and (b)
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that annual IEP meetings are not always held on or before
their anniversary dates.
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NUMBER
SPECIAL EDUCATION
II. STUDENT IDENTIFICATION AND PLACEMENT
Legal Standard
SE 15
Outreach by the School District (Child Find)
The district has annual or more frequent outreach and continuous liaison with those
groups below from which promotion or transfer of students in need of special
education may be expected, or which would include students in need of special
education:
1.
professionals in community
2.
private nursery schools
3.
day care facilities
4.
group homes
5.
parent organizations
6.
clinical /health care agencies
7.
early intervention programs
8.
private/parochial schools
9.
other agencies/organizations
10.
the school or schools that are part of the district, including charter schools
11.
agencies serving migrant and/or homeless persons pursuant to the
McKinney-Vento Education Act for Homeless Children
State Requirements
Rating: Implemented
Federal Requirements
34 CFR 300.111; 300.131; 300.209
District Response Required: No
CRITERION
NUMBER
Legal Standard
SE 16
Screening
1.
The school district conducts screening for three and four year olds and for all
children who are of age to enter kindergarten. Such screening is designed to
review a child’s development and to assist in identification of those children
who should be referred for an evaluation to determine eligibility for special
education services.
2.
Participation in the screening program for three and four year olds is
optional on the part of the parents.
State Requirements
603 CMR 28.03(1)(d)
Rating: Implemented
Federal Requirements
District Response Required:
No
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Legal Standard
SE 17
Initiation of services at age three and Early Intervention transition procedures
1.
The school district encourages referrals from the Department of Public
Health, other agencies, and individuals for young children when or before
the child turns two-and-one-half years old in order to ensure continuity of
services and to ensure the development and implementation of an IEP for
eligible children by the date of the child's third birthday in accordance with
federal requirements.
2.
The district implements procedures to ensure the effective transition of
young children with disabilities from Early Intervention Programs through
participation in transition planning conferences arranged by such programs.
State Requirements
603 CMR 28.06(7)(b)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.101(b); 300.124;
300.323(b)
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that the district does not always respond to referrals from
Early Intervention in a timely manner. Students sometimes wait a month or more and, instead of
getting consent from parents and conducting an evaluation to determine eligibility in the area(s)of
suspected disability, the district uses a generic preschool screening and then finds the student eligible.
This delay sometimes results in a student beginning services after their third birthday.
CRITERION
NUMBER
Legal Standard
SE 18A
IEP development and content
1.
Upon determining that the student is eligible for special education, the Team,
including the parent(s), develops an IEP at the Team meeting.
2.
The IEP is completed addressing all elements of the most current IEP format
provided by the Department of Elementary and Secondary Education.
3.
The school district ensures that the IEP will not be changed at a higher
administrative level within the district.
State Requirements
603 CMR 28.05(3)
Federal Requirements
IDEA-97: 34 CFR Part 300, Appendix A,
Question #22
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Legal Standard
District Response Required:
Rating: Partially Implemented
Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that Nonparticipation Justification statements for students
requiring services outside of the regular education setting are sometimes missing for students that
require them. Also, home based services are sometimes written under Additional Information and do
not include the amount of service provided nor the dates when the services begin or end. The Present
Level of Educational Performance B is sometimes left blank or states “See PLEP A”. Service delivery
grids are not always completed at the Phoenix Program.
CRITERION
NUMBER
Legal Standard
SE 18B
Determination of placement; provision of IEP to parent
1. At the Team meeting, after the IEP has been fully developed, the Team
determines the appropriate placement to deliver the services on the student’s
IEP.
2. Unless the student’s IEP requires some other arrangement, the student is
educated in the school that he or she would attend if the student did not require
special education.
3. The decision regarding placement is based on the IEP, including the types of
related services that are to be provided to the child, the type of settings in which
those services are to be provided, the types of service providers, and the location
at which the services are to be provided.
4. The placement selected by the Team is the least restrictive environment
consistent with the needs of the student.
5. Immediately following the development of the IEP, the district provides the
parent with two (2) copies of the proposed IEP and proposed placement along
with the required notice, except that the proposal of placement may be delayed
according to the provisions of 603 CMR 28.06(2)(e) in a limited number of
cases.
State Requirements
603 CMR 28.05(6) and (7); 28.06(2)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.116; 300.325
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that the district does not always provide the parent with the
proposed IEP immediately following its development. The IEP sometimes has two types of placements
(i.e. full inclusion in PL1 and partial inclusion in PL2) on the same IEP. The review of records also
indicates that the parent or the district does not always sign placement pages at the Phoenix program.
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SE 19
Extended evaluation
If the Team finds a student eligible for special education and finds the evaluation
information insufficient to develop a full or partial IEP, the Team, with the parents’
consent, agrees to an extended evaluation period.
1. The extended evaluation period is not used to deny programs or services
determined to be necessary by the Team. If, prior to the extended evaluation,
the Team determines that sufficient information is available to determine, in part,
necessary annual goals and services, the Team writes a partial IEP that, if
accepted by the parent, is immediately implemented by the district while the
extended evaluation is occurring.
2. The extended evaluation period is not used to allow additional time to complete
the required assessments.
3. If the parent consents to an extended evaluation, the Team documents their
findings and determines what evaluation time period is necessary and the types
of information needed to develop an IEP. The Team may decide to meet at
intervals during the extended evaluation, but in all cases reconvenes promptly to
develop an IEP when the evaluation is complete.
4. The extended evaluation may extend longer than one week, but does not exceed
eight school weeks.
5. The extended evaluation is not considered a placement.
State Requirements
603 CMR 28.05(2)(b)
Rating: Implemented
Federal Requirements
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 20
Least restrictive program selected
1.
The program selected is the least restrictive environment for students, with
consideration given to any potential harmful effect on the student or on the
quality of services that he or she needs.
2.
If the student is removed from the general education classroom at any time,
the Team states why the removal is considered critical to the student’s
program and the basis for its conclusion that education of the student in a less
restrictive environment, with the use of supplementary aids and services,
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3.
4.
could not be achieved satisfactorily.
The district does not remove an eligible child from the general education
classroom solely because of needed modification in the curriculum.
If a student’s IEP necessitates special education services in a day or
residential facility or an out-of-district educational collaborative program, the
IEP Team considers whether the student requires special education services
and support to promote the student’s transition to placement in a less
restrictive program.
State Requirements
M.G.L. c. 71B, § 3
603 CMR 28.06(2)
Rating: Implemented
Federal Requirements
34 CFR 300.114 – 120
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 21
School day and school year requirements
1. The Team routinely considers the need for an educational program that is less
than or more than the regular school day or school year, including extended day,
or year, and/or residential services and indicates on the IEP why the shorter or
longer program is necessary.
2. The daily duration of the child’s program is equal to that of the regular school
day unless the Team states that a different duration is necessary to provide a free
appropriate public education to the child. In this case the Team specifies the
daily duration of the program and states the reason for the different duration on
the IEP.
3. Specialized transportation schedules do not impede a student’s access to a full
school day and program of instruction.
4. An extended day or year program is identified if the student has demonstrated or
is likely to demonstrate substantial regression in his or her learning skills and/or
substantial difficulty in relearning such skills if an extended program is not
provided.
5. If residential services are required, the IEP clearly specifies the reasons for such
determination and how such services will be coordinated with the day education
services provided to the student. Additionally, the annual goals and services on
the student’s IEP reflect the comprehensive nature of the educational program
required.
6. Camping or recreation programs provided solely for recreational purposes and
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Legal Standard
with no corresponding IEP goals or specially designed instruction are not to be
considered for extended year programs.
State Requirements
M.G.L. c. 69, § 1G
603 CMR 28.05(4)(d) and (5)(c)
Rating: Implemented
Federal Requirements
34 CFR 300.106
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 22
IEP implementation and availability
1. Where the IEP of the student in need of special education has been accepted in
whole or in part by that student's parent, the school district provides the mutually
agreed upon services without delay.
2. At the beginning of each school year, the district has an IEP in effect for each
eligible student within its jurisdiction.
3. Each teacher and provider described in the IEP is informed of his or her specific
responsibilities related to the implementation of the student’s IEP and the
specific accommodations, modifications, and supports that must be provided for
the student under it.
4. The school district does not delay implementation of the IEP due to lack of
classroom space or personnel, provides as many of the services on the accepted
IEP as possible and immediately informs parents in writing of any delayed
services, reasons for delay, actions that the school district is taking to address the
lack of space or personnel and offers alternative methods to meet the goals on
the accepted IEP. Upon agreement of the parents, the school district implements
alternative methods immediately until the lack of space or personnel issues are
resolved.
State Requirements
603 CMR 28.05(7)(b); 28.06(2)(d)(2)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.323
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Interviews indicate that teacher assistants that are on students’ IEPs at the high school are not always
provided in a timely manner due to staff shortages. The high school also does not always inform
parents in writing of alternative methods that may be used to address IEP goals until the personnel
issues are resolved.
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NUMBER
SPECIAL EDUCATION
III. PARENTAL INVOLVEMENT
Legal Standard
SE 24
Notice to parent regarding proposal or refusal to initiate or change the
identification, evaluation, or educational placement of the child or the provision
of FAPE
1. A student may be referred for an evaluation by a parent or any person in a caregiving or professional position concerned with the student's development.
2. When a student is referred for an evaluation to determine eligibility for special
education, the school district sends written notice to the child's parent(s) within 5
school days of receipt of the referral, along with the district’s notice of
procedural safeguards. The written notice meets all of the content requirements
set forth in M.G.L. c.71B, §3, and in federal law, seeks the consent of the parent
for the evaluation to occur, and provides the parent with the opportunity to
express any concerns or provide information on the student’s skills or abilities
and to consult regarding the evaluators to be used.
3. For all other actions, the district gives notice complying with federal
requirements within a reasonable time.
4. The school district provides the student's parent(s) with an opportunity to consult
with the Special Education Administrator or his/her designee to discuss the
reasons for the referral and the nature of the proposed evaluation
5. The district provides parents with an opportunity to consult with the
Administrator of Special Education or his/her designee regarding the evaluators
to be used and the proposed content of all required and optional assessments
6. The school district does not limit a parent’s right to refer a student for timely
special education evaluation because the district has not fully explored and/or
attempted some or all of the available instructional support programs or other
interventions available in general education that may be described in the
district’s curriculum accommodation plan, including any pre-referral program.
7. The school district refuses to conduct an initial evaluation only when the
circumstances of a student make clear that there is no suspicion of a disability
and that there is no concern about the student’s development.
State Requirements
M.G.L. c. 71B, § 3;
603 CMR 28.04(1)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.503; 300.504(a)(1)
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that N1 forms are not always tailored to the specific purpose
of the meeting. Furthermore, elements of the N1 forms are sometimes not complete, specifically there
was not always a description of each evaluation procedure, test, record or report the district used as a
basis for the proposed IEP.
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NUMBER
Legal Standard
SE 25
Parental consent
In accordance with state and federal law, the school district obtains informed
parental consent as follows:
1.
The school district obtains written parental consent before conducting an
initial evaluation and before making an initial placement of a student in a
special education program. Written parental consent is obtained before
conducting a reevaluation and before placing a student in a special education
placement subsequent to the initial placement in special education.
2.
The school district obtains consent before initiating extended evaluation
services.
3.
The school district obtains consent to the services proposed on a student’s
IEP before providing such services.
4.
A parent is informed that consent may be revoked at any time. Except for
initial evaluation and initial placement, consent may not be required as
condition of any benefit to the child.
5.
When the participation or consent of the parent is required and the parent
fails or refuses to participate, the attempts to secure the consent of the parent
are implemented through multiple attempts using a variety of methods which
are documented by the district. Such efforts may include letters, written
notices sent by certified mail, electronic mail (e-mail), telephone calls, or, if
appropriate, TTY communications to the home, and home visits at such time
as the parent is likely to be home. Efforts may include seeking assistance
from a community service agency to secure parental participation.
6.
If, subsequent to initial evaluation and initial placement and after following
the procedures required by the regulations, the school district is unable to
obtain parental consent to a reevaluation or to placement in a special
education program subsequent to the initial placement, or the parent revokes
consent to such reevaluation or placement, the school district considers with
the parent whether such action will result in the denial of a free appropriate
public education to the child. If, after consideration, the school district
determines that the parent’s failure or refusal to consent will result in a denial
of a free appropriate public education to the student, it seeks resolution of the
dispute through Special Education Appeals.
State Requirements
603 CMR 28.07(1)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.300
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that consent forms are not always documented.
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NUMBER
Legal Standard
SE 25A
Sending of copy of notice to Special Education Appeals
Within five calendar days of receiving a notice that a parent is requesting a hearing
or has rejected an IEP, proposed placement, or finding of no eligibility for special
education, the school district sends a copy of the notice to Special Education
Appeals.
State Requirements
603 CMR 28.08(3)(b)
Rating: Implemented
Federal Requirements
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 25B
Resolution of disputes
1. Within 15 days of receiving notice that a parent has made an official hearing
request to Special Education Appeals, the district convenes a meeting with
the parent(s) and the relevant member(s) of the IEP Team, including a
representative of the district with decision-making authority, to try to resolve
the dispute. The resolution session may be waived if the district and the
parents agree in writing to do so or if they agree to use mediation instead.
2. If the dispute is resolved at the resolution session, the parent(s) and a
representative of the district with the authority to do so sign a legally binding
agreement, enforceable in state or federal court. Any party may void this
agreement within three business days of the signing.
State Requirements
Rating: Implemented
Federal Requirements
34 CFR 300.510
District Response Required:
No
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NUMBER
Legal Standard
SE 26
Parent participation in meetings
1.
The district ensures that one or both parents of a child are members of any
group that makes decisions on the educational placement of their child.
2.
The Administrator of Special Education notifies parent(s) in writing of any
Team meeting early enough to ensure that they have an opportunity to attend.
3.
The district schedules the meeting at a mutually agreed upon time and place;
and documents such efforts.
4.
If neither parent can attend, the district uses other methods to ensure parent
participation, including individual or conference telephone calls, or video
conferencing.
5.
In cases where the district, after reasonable efforts, is unable to obtain the
parents’ participation in Team meeting discussions and decisions, the district
conducts the Team meeting and documents its attempts to facilitate the
parents’ participation.
State Requirements
603 CMR 28.02(21)
Rating: Implemented
Federal Requirements
34 CFR 300.322; 300.501
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 27
Content of Team meeting notice to parents
The parent notice of any Team meeting states the purpose, time and location of the
meeting as well as who will be in attendance.
State Requirements
Rating: Partially Implemented
Federal Requirements
34 CFR 300.322(b)(1)(i)
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that meeting invitations are not always documented.
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NUMBER
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SE 29
Communications are in English and primary language of home
1.
Communications with parents are in simple and commonly understood
words and are in both English and the primary language of the home if such
primary language is other than English. Any interpreter used in fulfilling
these requirements is fluent in the primary language of the home and
familiar with special education procedures, programs and services. If the
parents or the student are unable to read in any language or are blind or
deaf, communications required by these regulations are made orally in
English with the use of a foreign language interpreter, in Braille, in sign
language, via TTY, or in writing, whichever is appropriate, and all such
communications are documented.
2.
If the district provides notices orally or in some other mode of
communication that is not written language, the district keeps written
documentation (1) that it has provided such notice in an alternate manner,
(2) of the content of the notice and (3) of the steps taken to ensure that the
parent understands the content of the notice.
State Requirements
603 CMR 28.07(8)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.322(e); 300.503(c)
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
The review of student records and interviews indicate that communications with parents have not
always been sent home in the primary language of the home if such primary language is other than
English (i.e. IEPs, progress reports, invitations and other notices).
CRITERION
NUMBER
Legal Standard
SE 32
Parent advisory council for special education
1. The school district has established a district-wide parent advisory council on
special education.
2. Membership on the council is offered to all parents of children with disabilities
and other interested parties.
3. The parent advisory council duties include but are not limited to: advising the
district on matters that pertain to the education and safety of students with
disabilities; meeting regularly with school officials to participate in the planning,
development, and evaluation of the school district’s special education programs.
4. The parent advisory council has established by-laws regarding officers and
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operational procedures.
5. The parent advisory council receives assistance from the school committee
without charge, upon reasonable notice, and subject to the availability of staff
and resources.
6. The school district conducts, in cooperation with the parent advisory council, at
least one workshop annually within the district on the rights of students and their
parents and guardians under the state and federal special education laws.
State Requirements
M.G.L. c. 71B, § 3;
603 CMR 28.03(1)(a)(4); 28.07(4)
Rating: Implemented
CRITERION
NUMBER
Federal Requirements
District Response Required:
No
SPECIAL EDUCATION
IV. CURRICULUM AND INSTRUCTION
Legal Standard
SE 33
Involvement in the general curriculum
1. District personnel understand the connection between the Massachusetts
Curriculum Frameworks and the expectations of the state for student
performance as well as understanding the rights of students with disabilities to
be full participants in the general curriculum.
2. The district has taken steps to provide students (including all students with
disabilities) with essential learning opportunities that prepare the students to
reach the state graduation standards.
3. At least one member of all IEP Teams is familiar with the general curriculum
and is able to discuss an eligible student’s appropriate access to the general
curriculum.
4. In the IEP the district documents the student’s participation in the general
curriculum.
State Requirements
603 CMR 28.05(4)(a) and (b)
Rating: Implemented
Federal Requirements
34 CFR 300.320(a)(1)(i) and
a(2)(i)(A); 300.321(a)(4)(ii)
District Response Required: No
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NUMBER
Legal Standard
SE 34
Continuum of alternative services and placements
The district provides or arranges for the provision of each of the elements of the IEPs
of students in need of special education from the ages of three through twenty-one,
ensuring that a continuum of services and alternative placements is available to meet
the needs of all students with disabilities, and takes all steps necessary to ensure
compliance with all elements of the IEPs, including vocational education.
State Requirements
603 CMR 28.05(7)(b)
Rating: Commendable
Federal Requirements
34 CFR 300.109; 300.110; 300.115
District Response Required: No
Department of Elementary and Secondary Education Findings:
The High School’s Life Skills Extension program at the Hildreth Building offers best practice in its
innovative approach to transition planning, school-to-work, and meaningful use of adaptive
technology for students between the ages of 18-22. The district has a strong built in infrastructure for
its Applied Behavior Analysis program. The Early Childhood Center provides an integrated half
days preschool program as well as adaptive preschool and ABA preschool programs with extended
days.
CRITERION
NUMBER
Legal Standard
SE 35
Assistive technology: specialized materials and equipment
1.
Specialized materials and equipment specified in IEPs are provided.
2.
The school district provides evidence that assistive technology is considered
for each eligible student and—if the student needs it in order to receive a
free, appropriate public education--described in the IEP and provided by the
district.
State Requirements
Rating: Implemented
Federal Requirements
34 CFR 300.105; 300.324(a)(2)(v)
District Response Required: No
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NUMBER
Legal Standard
SE 36
IEP implementation, accountability and financial responsibility
1.
Reserved.
2.
The district oversees in an ongoing manner the full implementation of each
in-district and each out-of-district IEP it proposes which has been consented
to by a child’s parents.
3.
Reserved.
4.
The district provides all programs and services without expense to the
child’s parents.
5.
Each time the school district proposes to access the parent’s private
insurance to support the costs of IEP implementation, the school district
obtains the parent’s consent and informs the parents that their refusal to
permit the school district to access their private insurance does not relieve
the district of its responsibility to ensure that all required services are
provided at no cost to the parents.
State Requirements
Federal Requirements
603 CMR 28.06(3)
34 CFR 300.17(a); 300.101-104;
300.154
Rating: Implemented
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 37
Procedures for approved and unapproved out-of-district placements
1. Individual student program oversight: The school district monitors the provision
of services to and the programs of individual students placed in public and
private out-of-district programs. Documentation of monitoring plans and all
actual monitoring are placed in the files of every eligible student who has been
placed out-of-district. To the extent that this monitoring requires site visits, such
site visits are documented and placed in the students’ files for review. The duty
to monitor out-of-district placements is not delegated to parents or their agents,
to the Department of Elementary and Secondary Education, or to the out-ofdistrict placement.
2. Student right to full procedural protections: The school district retains full
responsibility for ensuring that the student is receiving all special education and
related services in the student's IEP, as well as all procedural protections of law
and regulation. Any Team meetings conducted during the time that a student is
enrolled in the out-of-district program are initiated by the school district in
coordination with the out-of-district placement.
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3. Preference to approved programs: The school district, in all circumstances, first
seeks to place a student in a program approved by the Department pursuant to
the requirements of 603 CMR 28.09. Preference is also given to approved
programs located within the Commonwealth of Massachusetts if the choice of
such program is consistent with the needs of the student and the choice of such
program complies with LRE requirements. When an approved program is
available to provide the services on the IEP, the district makes such placement in
preference to any program not approved by the Department.
4. Written contracts: The school district enters into written contracts with all public
and private out-of-district placements. At a minimum, such contracts meet the
content requirements of 28.06(3)(f)(1-5).
5. Use of unapproved programs: A school district that places a student in a program
that has not been approved by the Department according to the requirements
under 603 CMR 28.09 ensures that such programs and services are provided in
appropriate settings by appropriately credentialed staff able to deliver the
services on the student’s IEP. Students placed by the school district in such
programs are entitled to the full protections of state and federal special education
law and regulation.
6. Placement documentation: The following documentation is maintained by the
school district pursuant to its placement of children in unapproved out-of-district
programs:
a. Search: The Administrator of Special Education documents the search
for and unavailability of a program approved by the Department. The
Administrator places such documentation in the student record.
b. Evaluation of facility: The Administrator of Special Education or
his/her designee thoroughly evaluates the appropriateness of any
unapproved facility prior to placement of the student in such program.
Such evaluation determines whether the unapproved facility can
appropriately implement the student’s IEP in a safe and educationally
appropriate environment. Such evaluation additionally determines
whether the unapproved facility can and will provide the student with all
the rights that are accorded to the student under state and federal special
education law. Such evaluation is documented in detail and placed in
the student record for review. To the extent that this evaluation requires
a site visit, such site visits are documented and placed in the student
record for review. The duty to evaluate the appropriateness of any
unapproved facility is not delegated to the parents or their agents or the
proposed unapproved facility.
c. School district approval to operate a private school in Massachusetts: If
services in an unapproved program are provided in a school setting, the
Administrator of Special Education ensures that such school has
received approval from the local school committee under M.G.L. c.76,
§1 and a copy of such approval is retained in the student record.
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d. Pricing: Pursuant to the requirements for Compliance, Reporting and
Auditing for Human and Social Services at 808 CMR 1.00, the
Administrator obtains pricing forms required to set program prices for
programs receiving publicly funded students. Such pricing forms are
completed by the proposed placement and document that the price
proposed for the student’s tuition is the lowest price charged for similar
services to any student in that program.
e. Notification of the Department of Elementary and Secondary Education:
Prior to placement, if the Team determines that placement in such
facility is appropriate, the Administrator notifies the Department of the
intent to place the student and the name and location of the proposed
placement. In addition, the Administrator forwards the notice of
proposed placement and completed pricing forms to the Department
along with the information on the proposed terms of the contract that
will govern such placement and documentation of a monitoring plan
pursuant to 603 CMR 28.06(3)(b). The district maintains any
documentation of the Department’s objections to such placement and
the steps the district has taken in regard to such objection. The district
maintains documentation of the approved price for publicly funded
students as set by the state agency responsible for setting program
prices.
f. Out of state programs: If out-of-district programs are provided in a
placement outside of Massachusetts, and such school has not received
approval by the Department under 603 CMR 28.09, the Administrator
of Special Education ensures that such school has received approval
from the host state.
State Requirements
M.G.L. c. 76, s. 1
603 CMR 18.00; 28.02(14);
28.06(2)(f) and (3); 28.09
808 CMR 1.00
Rating: Implemented
Federal Requirements
34 CFR 300.2(c)
District Response Required:
No
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Legal Standard
SE 38
Educational services in institutional settings (ESIS)
Department of Elementary and Secondary Education responsibility: In cases where
the Department provides certain special education services to eligible students in
certain facilities operated by or under contract with the Department of Mental
Health, the Department of Youth Services, County Houses of Corrections, or the
Department of Public Health, the Department retains the discretion to determine,
based upon resources, the type and amount of special education and related services
that it provides in such facilities.
School district responsibility:
1. The district implements its responsibilities to students in institutional settings by
acting on requests for evaluation, issuing proposed IEPs in a timely manner, and
providing special education and/or related services in accordance with state and
federal law.
2. Where a student's IEP requires a type or amount of service that the facility does
not provide, it remains the responsibility of the parent’s school district to
implement the student's IEP by arranging and paying for the provision of such
service(s).
3. The parent’s school district coordinates with the state agency to ensure that the
student receives an evaluation, an annual review, and special education services
as identified at a Team meeting convened by the parent’s school district.
State Requirements
603 CMR 28.06(9)
Rating: Implemented
Federal Requirements
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 39A
Procedures used to provide services to eligible students enrolled in private
schools at private expense whose parents reside in the district
1. The district conducts child find activities--comparable to those for public school
students--for all students enrolled at private expense in private schools in the
district.
2. The district consults with private schools in accordance with federal
requirements.
3. The district provides or arranges for the provision of an evaluation for any
private school child whose parent resides in the district who is referred for
evaluation. The evaluation may take place in the public school, the private
school, or an appropriate contracted facility; as part of its consultation with the
private school, the district ensures that a representative of the child’s private
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4.
5.
6.
7.
8.
9.
school is invited to participate as a member of the Team pursuant to §28.05. The
district provides an IEP for any such private school child who is found eligible
for special education and/or related services.
The district provides special education and/or related services designed to meet
the needs of eligible children who are attending private schools at private
expense and whose parents reside in the district, and does so according to a
properly developed IEP. The district provides to such children genuine
opportunities to participate in a public school special education program
consistent with state constitutional limitations.
In providing or arranging for the provision of the special education and/or
related services described by the child’s IEP, the district ensures that special
education services funded with state or local funds are provided in a public
school facility or other public or neutral site. When services are provided using
only federal funds, services are provided on public or private school grounds.
When the child attends a private school located outside of the district, the district
makes reasonable efforts to provide or arrange for the provision of services for
the child in the community where the school is located.
The district does not withdraw or withhold services from a child whose parents
reside in the district solely because the district has met the spending
requirements of federal law.
Special education services and/or related services for a private school child
whose parents reside in the district are comparable in quality, scope, and
opportunity for participation to those provided to public school children with
needs of equal importance.
An expedited special education evaluation, which is limited to a child’s
physician statement unless there is a clear indication of the need or unless the
parents request additional evaluation, is conducted and services provided to
eligible students whose parents reside in the district within 15 calendar days of
the district’s receipt of the child’s physician statement.
The district calculates the proportionate share of Federal Special Education
Entitlement funds (Fund Code 240) required to be spent on eligible private
school students (including all eligible students attending private school in the
district whether their parents reside in the district, in another Massachusetts
district, or out of state) and documents the spending of at least this amount of
federal entitlement funds (Fund Code 240) on one or more of the eligible private
school students attending private school in the district whose parents reside in
the district or out of state.
State Requirements
M.G.L. c. 71B, section 2
603 CMR 28.03(1)(e)
Rating: Implemented
Federal Requirements
34 CFR 300.130-144; 300.300(d)(4)
District Response Required:
No
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SE 39B
Procedures used to provide services to eligible students who are enrolled at
private expense in private schools in the district and whose parents reside out of
state
1. The district conducts child find activities--comparable to those for public school
students--for all students enrolled at private expense in private schools in the
district.
2. For students enrolled at private expense in private schools in the district and
whose parents reside out of state, the district consults with the private schools in
accordance with federal requirements. It conducts evaluations and determines
eligibility in accordance with state and federal requirements.
3. The district calculates the proportionate share of Federal Special Education
Entitlement funds (Fund Code 240) required to be spent on eligible private
school students (including all eligible students attending private school in the
district whether their parents reside in the district, in another Massachusetts
district, or out of state) and documents the spending of at least this amount of
federal entitlement funds (Fund Code 240) on one or more of the eligible private
school students attending private school in the district whose parents reside in
the district or out of state.
4. If the district provides services to any eligible private school student from out of
state, it does so using an individual services plan.
State Requirements
Federal Requirements
603 CMR 28.02(7); 28.04; 28.05(2)
34 CFR 300.130-144; 300.301-311
Rating: Implemented
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 40
Instructional grouping requirements for students aged five and older
1.
The size and composition of instructional groupings for eligible students
receiving services outside the general education classroom are compatible
with the methods and goals stated in each student's IEP.
2.
Instructional grouping size requirements are maximum sizes and the school
district exercises judgment in determining appropriate group size and
supports for smaller instructional groups serving students with complex
special needs.
3.
When eligible students are assigned to instructional groupings outside of the
general education classroom for 60% or less of the students’ school
schedule, group size does not exceed
 8 students with a certified special educator,
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
4.
5.
6.
7.
12 students if the certified special educator is assisted by 1 aide,
and
 16 students if the certified special educator is assisted by 2
aides.
For eligible students served in settings that are substantially separate, serving
solely students with disabilities for more than 60% of the students’ school
schedule, the district provides instructional groupings that do not exceed
 8 students to 1 certified special educator or
 12 students to 1 certified special educator and 1 aide.
After the school year has begun, if instructional groups have reached
maximum size as delineated in paragraphs 3 and 4 of this criterion, the
Administrator of Special Education and the certified special educator(s)
providing services in an instructional group may decide to increase the size
of an instructional grouping by no more than two additional students if the
additional students have compatible instructional needs and then can receive
services in their neighborhood school.
In such cases, the Administrator provides written notification to the
Department and the parents of all group members of the decision to increase
the instructional group size and the reasons for such decision. Such
increased instructional group sizes are in effect only for the year in which
they are initiated.
The district takes all steps necessary to reduce the instructional groups to the
sizes outlined in paragraph 3 or 4 of this criterion for subsequent years.
Such steps are documented by the district.
State Requirements
603 CMR 28.06(6)
Rating: Partially Implemented
Federal Requirements
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Documentation and interviews indicate that, when eligible students are assigned to instructional
groupings outside of the general education classroom for 60% or less of the students’ school
schedule, eighteen sections at the high school exceeded instructional grouping size requirements.
CRITERION
NUMBER
Legal Standard
SE 41
Age span requirements
The ages of the youngest and oldest child in any instructional grouping do not differ
by more than 48 months. A written request for approval of a wider age range is
submitted to the Commissioner of Education in cases where the district believes it is
justified. Such requests are implemented only after approval of the Department of
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Elementary and Secondary Education.
State Requirements
603 CMR 28.06(6)(f)
Rating: Partially Implemented
Federal Requirements
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Documentation and interviews indicate that age span requirements are not always met and that
waivers were not requested from the Department for three instructional groups at the high school and
one at the Richer Elementary School.
CRITERION
NUMBER
Legal Standard
SE 42
Programs for young children three and four years of age
General requirements:
1.
The school district ensures programs are available for eligible children three
and four years of age. Such programs shall be developmentally appropriate
and specially designed for children ages three and four years.
2.
Where at all possible the school district accepts referrals from the
Department of Public Health, other agencies, and individuals for young
children when or before the child turns two-and-one-half years old in order to
ensure continuity of services and to ensure the development and
implementation of an IEP for eligible children by the date of the child's third
birthday in accordance with federal requirements.
3.
Where appropriate, the school district elects, consistent with federal
requirements to use the format and services of the Individualized Family
Service Plan (IFSP), if appropriate, for an additional year as a means of
transitioning eligible children to public school services.
4.
Where appropriate the Team allows a child to remain in a program designed
for three and four year old children for the duration of the school year in
which the child turns five years old (including the summer following the date
of the child's fifth birthday).
Types of Settings:
5.
Inclusionary programs for young children are located in a setting that
includes children with and without disabilities and meet the following
standards:
a.
Services in such programs are provided in the home, the public
school, Head Start, or a licensed childcare setting.
b.
For public school programs that integrate children with and without
disabilities, the class size does not exceed 20 with 1 teacher and 1
aide and no more than 5 students with disabilities. If the number of
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6.
students with disabilities is 6 or 7 then the class size does not
exceed 15 students with 1 teacher and 1 aide.
Substantially separate programs for young children are located in a public
school classroom or facility that serves primarily or solely children with
disabilities. Substantially separate programs adhere to the following
standards:
a.
Substantially separate programs are programs in which more than
50% of the children have disabilities.
b.
Substantially separate programs operated by the district limit class
sizes to 9 students with 1 teacher and 1 aide.
State Requirements
603 CMR 28.06(7)
Rating: Implemented
Federal Requirements
34 CFR 300.101(b); 300.124(b); 300.323(b)
District Response Required: No
SPECIAL EDUCATION
V. STUDENT SUPPORT SERVICES
CRITERION
NUMBER
Legal Standard
SE 43
Behavioral interventions
For a student whose behavior impedes their learning or the learning of others, the
Team considers the student’s behavior including positive behavioral interventions
and the possible need for a functional behavioral assessment.
State Requirements
Rating: Implemented
Federal Requirements
34 CFR 300.324(a)(2)(i)
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 44
Procedure for recording suspensions
The district has a procedure to record the number and duration of suspensions from
any part of the student’s program, including suspensions from special transportation
prescribed by the IEP.
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State Requirements
Rating: Implemented
Federal Requirements
34 CFR 300.530; IDEA 2004 Final Regulations
Analysis of Comments and Changes,
Federal Register 71 (14 August 2006): 46715
District Response Required: No
CRITERION
NUMBER
Legal Standard
SE 45
Procedures for suspension up to 10 days and after 10 days: General
requirements
1. Any eligible student may be suspended up to 10 days in any school year without
implementation of procedures described in criterion SE 46 below.
2. After a student with special needs has been suspended for 10 days in any school
year, during any subsequent removal the public school provides sufficient
services for the student to continue to receive a free and appropriate public
education.
3. The school provides additional procedural safeguards for students with
disabilities prior to any suspension beyond 10 consecutive days or more than 10
cumulative days (if there is a pattern of suspension) in any school year.
State Requirements
M.G.L. c. 76, §§ 16-17
Rating: Implemented
Federal Requirements
34 CFR 300.530-300.537
District Response Required: No
CRITERION
NUMBER
Legal Standard
SE 46
Procedures for suspension of students with disabilities when suspensions exceed
10 consecutive school days or a pattern has developed for suspensions exceeding
10 cumulative days; responsibilities of the Team; responsibilities of the district
1. A suspension of longer than 10 consecutive days or a series of suspensions that
are shorter than 10 consecutive days but constitute a pattern are considered to
represent a change in placement.
2. Prior to a suspension that constitutes a change in placement of a student with
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3.
4.
5.
6.
disabilities, district personnel, the parent, and other relevant members of the
Team, as determined by the parent and the district, convene to review all
relevant information in the student’s file, including the IEP, any teacher
observations, and any relevant information from the parents, to determine
whether the behavior was caused by or had a direct and substantial relationship
to the disability or was the direct result of the district’s failure to implement the
IEP—“a manifestation determination.”
If district personnel, the parent, and other relevant members of the Team
determine that the behavior is NOT a manifestation of the disability, then the
district may suspend or expel the student consistent with policies applied to any
student without disabilities, except that the district must still offer:
a. services to enable the student, although in another setting, to continue to
participate in the general education curriculum and to progress toward
IEP goals; and
b. as appropriate, a functional behavioral assessment and behavioral
intervention services and modifications, to address the behavior so that it
does not recur.
Interim alternative educational setting. Regardless of the manifestation
determination, the district may place the student in an interim alternative
educational setting (as determined by the Team) for up to 45 school days
a.
on its own authority if the behavior involves weapons or illegal
drugs or another controlled substance or the infliction of serious
bodily injury on another person while at school or a school function
or, considered case by case, unique circumstances; or
b.
on the authority of a hearing officer if the officer orders the
alternative placement after the district provides evidence that the
student is “substantially likely” to injure him/herself or others.
Characteristics. In either case, the interim alternative education setting enables
the student to continue in the general curriculum and to continue receiving
services identified on the IEP, and provides services to address the problem
behavior.
If district personnel, the parent, and other relevant members of the Team
determine that the behavior IS a manifestation of the disability, then the Team
completes a functional behavioral assessment and behavioral intervention plan if
it has not already done so. If a behavioral intervention plan is already in place,
the Team reviews it and modifies it, as necessary, to address the behavior.
Except when he or she has been placed in an interim alternative educational
setting in accordance with part 4, the student returns to the original placement
unless the parents and district agree otherwise.
Not later than the date of the decision to take disciplinary action, the school
district notifies the parents of that decision and provides them with the written
notice of procedural safeguards. If the parent chooses to appeal or the school
district requests a hearing because it believes that maintaining the student’s
current placement is substantially likely to result in injury to the student or
others, the student remains in the disciplinary placement, if any, until the
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decision of the hearing officer or the end of the time period for the disciplinary
action, whichever comes first, unless the parent and the school district agree
otherwise.
State Requirements
Rating: Partially Implemented
Federal Requirements
34 CFR 300.530-537
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
While the four handbooks make references to implementing a manifestation determination when a
special needs student is suspended for a time exceeding ten days, three of the handbooks (High
School, Intermediate Elementary School, Elementary Schools) do not address the use of the results of
the manifestation determination, including information that the student will continue to receive
services and will not be suspended if the behavior is a manifestation of the student’s disability.
CRITERION
NUMBER
Legal Standard
SE 47
Procedural requirements applied to students not yet determined to be eligible
for special education
1. If, prior to the disciplinary action, a district had knowledge that the student may
be a student with a disability, then the district makes all protections available to
the student until and unless the student is subsequently determined not to be
eligible. The district may be considered to have prior knowledge if:
a.
The parent had expressed concern in writing; or
b.
The parent had requested an evaluation; or
c.
District staff had expressed directly to the special education director
or other supervisory personnel specific concerns about a pattern of
behavior demonstrated by the student.
The district may not be considered to have had prior knowledge if the parent has
not consented to evaluation of the student or has refused special education
services, or if an evaluation of the student has resulted in a determination of
ineligibility.
2. If the district had no reason to consider the student disabled, and the parent
requests an evaluation subsequent to the disciplinary action, the district must
have procedures consistent with federal requirements to conduct an expedited
evaluation to determine eligibility.
3. If the student is found eligible, then he/she receives all procedural protections
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CRITERION
NUMBER
Legal Standard
subsequent to the finding of eligibility.
State Requirements
Federal Requirements
34 CFR 300.534
District Response Required:
Rating: Partially Implemented
Yes
Department of Elementary and Secondary Education Findings:
Procedural requirements for students not yet determined eligible for Special Education are not
referenced in any of the school handbooks.
CRITERION
NUMBER
Legal Standard
SE 48
FAPE (Free, appropriate, public education): Equal opportunity to participate
in educational, nonacademic, extracurricular and ancillary programs, as well as
participation in regular education
All students receiving special education, regardless of placement, shall have an equal
opportunity to participate in and, if appropriate, receive credit for the vocational,
supportive, or remedial services that may be available as part of the general
education program as well as the non-academic and extracurricular programs of the
school.
Programs, services and activities include, but are not limited to:
1. art and music
2. vocational education, industrial arts, and consumer and homemaking education
3. work study and employment opportunities
4. counseling services available at all levels in the district
5. health services
6. transportation
7. recess and physical education, including adapted physical education
8. athletics and recreational activities
9. school-sponsored groups or clubs
10. meals
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Page 48 of 84
CRITERION
NUMBER
Legal Standard
State Requirements
603 CMR 28.06(5)
Rating: Partially Implemented
Federal Requirements
34 CFR 300.101 – 300.113
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Interviews indicate that students in the eighth grade at the High School who are on an IEP do not
have access to elective courses. (e.g. art, music, cooking, exploratory shop classes).
CRITERION
NUMBER
Legal Standard
SE 49
Related services
For each student with special education needs found to require related services, the
school district provides or arranges for the provision of transportation and such
developmental, corrective, and other supportive services as are required to assist a
student to benefit from special education or to access the general curriculum, and
includes:
1. speech-language pathology and audiology services
2. psychological services
3. physical therapy
4. occupational therapy
5. recreation, including therapeutic recreation
6. early identification and assessment of disabilities in children
7. counseling services, including rehabilitation counseling
8. orientation and mobility services (peripatology)
9. medical services for diagnostic or evaluation purposes
10. school health services, including school nurse services
11. social work services in schools
12. parent counseling and training, and
13. interpreting services.
State Requirements
603 CMR 28.02(18)
Rating: Implemented
Federal Requirements
34 CFR 300.34; 300.323(c)
District Response Required:
No
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
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Page 49 of 84
CRITERION
NUMBER
SPECIAL EDUCATION
VI. FACULTY, STAFF AND ADMINISTRATION
Legal Standard
SE 50
Administrator of Special Education
The school district has an appointed person to be its Administrator of Special
Education. The Administrator supervises all special education for the school district
and ensures compliance with all federal and state special education laws. The
Administrator of Special Education is appropriately licensed or holds a current
waiver for an appropriate license or otherwise demonstrates that he or she has the
qualifications to perform all of the duties of the Administrator. As appropriate, and
in accordance with the requirements of M.G.L. c.71B, §3A, the Administrator may
designate other school district personnel to carry out some of the duties of the
Administrator.
State Requirements
M.G.L. c. 71B, § 3A;
603 CMR 28.03(2)
Rating: Implemented
Federal Requirements
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 51
Appropriate special education teacher licensure
Except at Commonwealth charter schools, individuals who design and/or provide
direct special education services described in IEPs are appropriately licensed.
State Requirements
M.G.L. c. 71, s. 38G; s. 89(qq);
603 CMR 1.07; 7.00; 28.02(3)
Rating: Implemented
Federal Requirements
34 CFR 300.18; 300.156
District Response Required:
No
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Page 50 of 84
CRITERION
NUMBER
Legal Standard
SE 52
Appropriate certifications/licenses or other credentials -- related service
providers
Any person, including non-educational personnel, who provides related services
described under federal special education law, who supervises paraprofessionals in
the provision of related services, or who provides support services directly to the
regular or special classroom teacher is appropriately certified, licensed,
board-registered or otherwise approved to provide such services by the relevant
professional standards board or agency for the profession.
State Requirements
603 CMR 28.02(3),(18)
Federal Requirements
34 CFR 300.34; 300.156(b)
Note: The definition of related services under IDEA 2004, at 34 CFR 300.34, now
covers interpreting services, as defined in 300.34(c)(4), for students who are deaf or
hard of hearing. Those who provide these kinds of related services must be
registered with the Massachusetts Commission for the Deaf and Hard of Hearing.
See the Memorandum on New Requirements for Registration of Sign Language
Interpreters Who Work in Educational Settings at
http://www.doe.mass.edu/news/news.asp?id=3416.
Rating: Implemented
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 53
Use of paraprofessionals
1.
Paraprofessionals and assistants (e.g., teacher aides, tutors and student
teachers) are appropriately trained to assist in providing special education or
related services.
2.
Persons employed as paraprofessionals and assistants do not design
instruction for students with disabilities but are expected to implement
instruction under the supervision of an appropriately certified or licensed
professional who is proximate and readily available to provide such
supervision.
State Requirements
Federal Requirements
34 CFR 300.156
Rating: Implemented
District Response Required:
No
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Page 51 of 84
CRITERION
NUMBER
Legal Standard
SE 54
Professional development
1. The district considers the needs of all staff in developing training opportunities for
professional and paraprofessional staff and provides a variety of offerings.
2. The district ensures that all staff, including both special education and general
education staff, are trained on :
a. state and federal special education requirements and related local special
education policies and procedures;
b. analyzing and accommodating diverse learning styles of all students in order
to achieve an objective of inclusion in the regular classroom of students with
diverse learning styles;
c. methods of collaboration among teachers, paraprofessionals and teacher
assistants to accommodate diverse learning styles of all students in the regular
classroom;
3. The district provides in-service training for all locally hired and contracted
transportation providers, before they begin transporting any special education student
receiving special transportation, on his or her needs and appropriate methods of
meeting those needs; for any such student it also provides written information on the
nature of any needs or problems that may cause difficulties, along with information
on appropriate emergency measures. Transportation providers include drivers of
regular and special education vehicles and any attendants or aides identified by a
Team for either type of vehicle.
State Requirements
M.G.L. c. 71, §§ 38G , 38Q and 38Q ½
603 CMR 28.03(1)(a); 28.06(8)(b) and (c)
Rating: Implemented
CRITERION
NUMBER
Federal Requirements
District Response Required:
No
SPECIAL EDUCATION
VII. SCHOOL FACILITIES
Legal Standard
SE 55
Special education facilities and classrooms
The school district provides facilities and classrooms for eligible students that
1. maximize the inclusion of such students into the life of the school;
2. provide accessibility in order to implement fully each child’s IEP;
3. are at least equal in all physical respects to the average standards of general
education facilities and classrooms;
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SPECIAL EDUCATION
VII. SCHOOL FACILITIES
CRITERION
NUMBER
Legal Standard
4. are given the same priority as general education programs in the allocation of
instructional and other space in public schools in order to minimize the separation or
stigmatization of eligible students; and
5. are not identified by signs or other means that stigmatize such students.
State Requirements
Federal Requirements
603 CMR 28.03(1)(b)
Section 504 of the Rehabilitation Act of 1973
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Onsite observations and interviews at Richer Elementary School indicate that there are special
education spaces used at the school that do not maximize the inclusion of students with disabilities
into the life of the school.
CRITERION
NUMBER
SPECIAL EDUCATION
VIII. PROGRAM PLAN AND EVALUATION
Legal Standard
SE 56
Special education programs and services are evaluated
Special education programs and services are regularly evaluated.
State Requirements
M.G.L. c. 71B, section 2
Rating: Implemented
Federal Requirements
District Response Required:
No
CRITERION
NUMBER
Legal Standard
SE 59
Transfer of student records
When a student with an IEP transfers from school district to school district, whether
both of those districts are within the Commonwealth of Massachusetts or not,
1. any Massachusetts school to which the student is transferring takes
reasonable steps to promptly obtain the student’s records, including the IEP,
from the former school, and
2. any Massachusetts school from which the student is transferring takes
reasonable steps to promptly respond to the new school’s request for records.
State Requirements
Federal Requirements
34 CFR 300.323(g)
Rating: Implemented
District Response Required: No
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Page 53 of 84
CIVIL RIGHTS
METHODS OF ADMINISTRATION (CR)
AND
OTHER RELATED GENERAL EDUCATION
REQUIREMENTS
LEGAL STANDARDS,
COMPLIANCE RATINGS AND
FINDINGS
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Page 54 of 84
CRITERION
NUMBER
CR 3
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
II. STUDENT IDENTIFICATION AND PLACEMENT
Legal Standard
Access to a full range of education programs
All students, regardless of race, color, sex, religion, national origin, sexual
orientation, disability, or homelessness, have equal access to the general education
program and the full range of any occupational/vocational education programs
offered by the district.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(a),(b); EEOA: 20 U.S.C. 1703(f); Title IX:
20 U.S.C. 1681; 34 CFR 106.31, 106.34, 106.35; Section 504: 29 U.S.C. 794; 34
CFR 104.4; Title II: 42 U.S.C. 12132; 28 CFR 35.130; IDEA 2004: 20 U.S.C. 1400;
34 CFR 300.110; NCLB: Title III, Part A, Sec. 3121(c)(1)(C); Title X, Part C, Secs.
721, 722(g)(4); Mass. Const. amend. art. 114; M.G.L. c. 71A, s. 7; c. 76, s. 5; 603
CMR 26.03
District Response Required: Yes
Rating: Partially Implemented
Department of Elementary and Secondary Education Findings:
Interviews and student record reviews indicate that most Limited English Proficient students at the
Middle School and the High School are denied access to English Language Development/ESL services
once they are found eligible for Special Education.
CRITERION
NUMBER
Legal Standard
CR 4
Placement of female students, male students, homeless students, students with
disabilities, and students from linguistic and racial/ethnic groups
Patterns of placement in district programs and services for female students, male
students, homeless students, students with disabilities, and students from various
linguistic and racial/ethnic groups are consistent with patterns of placement for other
students. If these patterns of placement are not consistent, the district is able to
demonstrate that placements have been made for valid educational reasons.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(a),(b); EEOA: 20 U.S.C. 1703(f); Title IX:
20 U.S.C. 1681; 34 CFR 106.31, 106.34, 106.35, 106.36; Section 504: 29 U.S.C.
794; 34 CFR 104.4; Title II: 42 U.S.C. 12132; 28 CFR 35.130; NCLB: Title III, Part
A, Sec. 3121(c)(1)(C); Title X, Part C, Secs. 721, 722(g)(4); Mass. Const. amend.
art. 114; M.G.L. c. 71A, s. 7; c. 71B, s. 6; c. 76, s. 5; 603 CMR 26.03
Rating: Implemented
District Response Required: No
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Page 55 of 84
CRITERION
NUMBER
Legal Standard
CR 6
Availability of in-school programs for pregnant students
1. Pregnant students are permitted to remain in regular classes and participate
in extracurricular activities with non-pregnant students throughout their
pregnancy, and after giving birth are permitted to return to the same
academic and extracurricular program as before the leave.
2. The district does not require a pregnant student to obtain the certification of
a physician that the student is physically and emotionally able to continue in
school unless it requires such certification for all students for other physical
or emotional conditions requiring the attention of a physician.
Title IX: 20 U.S.C. 1681; 34 CFR 106.40(b)
Rating: Implemented
CRITERION
NUMBER
District Response Required:
No
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
III. PARENTAL INVOLVEMENT
Legal Standard
CR 7
Information to be translated into languages other than English
1. Important information and documents, e.g. handbooks and codes of conduct,
being distributed to parents are translated into the major languages spoken
by parents or guardians with limited English skills; the district has
established a system of oral interpretation to assist parents/guardians with
limited English skills, including those who speak low-incidence languages.
2. School or program recruitment and promotional materials being
disseminated to residents in the area served by the school or program are
translated into the major languages spoken by residents with limited English
skills.
Title VI; EEOA: 20 U.S.C. 1703(f); M.G.L. c. 76, s. 5; 603 CMR 26.02(2)
Rating: Implemented
District Response Required:
No
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
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Page 56 of 84
CRITERION
NUMBER
CR 7A
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
IV. CURRICULUM AND INSTRUCTION
Legal Standard
School year schedules
1. Before the beginning of each school year, the school district sets a school
year schedule for each school. The school year includes at least 185 school
days for students in grades 1-12 at each elementary, middle, and secondary
school in the district, and these schools are in operation for at least 180 days
a year for these students.
2. The school district ensures that unless his or her IEP or Section 504
Accommodation Plan provides otherwise, each elementary school student is
scheduled for at least 900 hours of structured learning time a year and each
secondary school student is scheduled for at least 990 hours of structured
learning time a year, within the required school year schedule. Where the
school district operates separate middle schools, it designates each one as
either elementary or secondary.
3. Where the school district sets a separate school year and school day schedule
for kindergarten programs, it provides at least 425 hours of structured
learning time a year. If the district schedules two sessions of kindergarten a
day, it ensures equal instructional time for all kindergarten students.
M.G.L. c. 69, § 1G; 603 CMR 27.03, 27.04
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Documentation indicates that before the beginning of each school year, the school district does not set
a school year schedule that includes at least 185 school days for students in grades 1-12 at each
elementary, middle, and secondary school in the district. Interviews also indicate that the Phoenix
program, a high school alternative program, does not have the appropriate number of hours, 990, of
structured learning time a year within the required school year schedule.
CRITERION
NUMBER
Legal Standard
CR 7B
Structured learning time
1. The school district ensures that its structured learning time is time during which
students are engaged in regularly scheduled instruction, learning, or assessments
within the curriculum of core subjects and other subjects as defined in 603
CMR 27.02 (including physical education, required by M.G.L. c. 71, s. 3). The
district’s structured learning time may include directed study (activities directly
related to a program of studies, with a teacher available to assist students),
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Page 57 of 84
CRITERION
NUMBER
Legal Standard
independent study (a rigorous, individually designed program under the
direction of a teacher, assigned a grade and credit), technology-assisted
learning, presentations by persons other than teachers, school-to-work
programs, and statewide student performance assessments.
2. The district ensures that its structured learning time does not include time at
breakfast or lunch, passing between classes, in homeroom, at recess, in nondirected study periods (study halls), participating in optional school programs,
or receiving school services such as health screening, speech, or physical and
occupational therapy, except where those services are prescribed by a student’s
IEP or Section 504 Accommodation Plan.
3. The hours spent in any type of structured learning time are verified by the
school district. Where the school district counts independent study or a schoolto-work program as structured learning time, it has guidelines that explain
clearly how hours spent by students are verified.
M.G.L. c. 69, § 1G; 603 CMR 27.02, 27.04
Rating: Implemented
District Response Required:
No
CRITERION
NUMBER
Legal Standard
CR 7C
Early release of high school seniors
When the school district schedules the early release at the end of the year of the
senior class of a high school, it does so in a way that conforms with Board of
Elementary and Secondary Education requirements under 603 CMR 27.05, ensuring
that neither the conclusion of the seniors’ school year nor graduation is more than 12
school days before the regular scheduled closing date of that school.
M.G.L. c. 69, § 1G; 603 CMR 27.05
Rating: Implemented
District Response Required:
No
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Page 58 of 84
CRITERION
NUMBER
Legal Standard
CR 8
Accessibility of extracurricular activities
Extracurricular activities sponsored by the district are nondiscriminatory in that:
1. the school provides equal opportunity for all students to participate in intramural
and interscholastic sports;
2. extracurricular activities or clubs sponsored by the school do not exclude
students on the basis of race, sex, color, religion, national origin, sexual
orientation, disability, or homelessness.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(a), (b); Title IX: 20 U.S.C. 1681; 34 CFR
106.31, 106.41; Section 504: 29 U.S.C. 794; 34 CFR 104.4,104.37(a), (c); Title II:
42 U.S.C. 12132; 28 CFR 35.130; NCLB: Title X, Part C, Sec. 721; Mass. Const.
amend. art 114; M.G.L. c. 76, § 5; 603 CMR 26.06
Rating: Implemented
District Response Required: No
CRITERION
NUMBER
Legal Standard
CR 9
Hiring and employment practices of prospective employers of students
1. The district requires employers recruiting at the school to sign a statement
that the employer complies with applicable federal and state laws prohibiting
discrimination in hiring or employment practices.
2. Prospective employers to whom this criterion applies include those
participating in career days and work-study and apprenticeship training
programs, as well as those offering cooperative work experience.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(b)(1),(2); Title IX: 20 U.S.C. 1681; 34
CFR 106.38; Section 504: 29 U.S.C. 794; 34 CFR 104.4(b)(1)(v), 104.37(a); Title II:
42 U.S.C. 12132; 28 CFR 35.130(b)(1)(v); M.G.L. c. 76, § 5; 603 CMR 26.07(5)
District Response Required: Yes
Rating: Partially Implemented
Department of Elementary and Secondary Education Findings:
Interviews and documentation indicate that employers participating in the school-to-work component
of the Post Graduate Program have not signed a statement that the employer complies with applicable
federal and state laws prohibiting discrimination in hiring or employment practices.
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
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Page 59 of 84
CRITERION
NUMBER
CR 10A
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
V. STUDENT SUPPORT SERVICES
Legal Standard
Student handbooks and codes of conduct
1. a) The district has a code of conduct for students and one for teachers.
b) The principal of every school containing grades 9-12 prepares, in consultation
with the school council, a student handbook containing the student code of
conduct and distributes it to each student annually, as well as to parents and
school personnel; the school council reviews and revises the student code of
conduct every year.
c) The principal of every school containing other grades distributes the district’s
student code of conduct to students, parents, and personnel annually.
d) At the request of a parent or student whose primary language is not English, a
student handbook or student code of conduct is translated into that language.
2. Student codes of conduct contain:
a) procedures assuring due process in disciplinary proceedings and
b) appropriate procedures for the discipline of students with special needs and
students with Section 504 Accommodation Plans.
3. Student handbooks and codes of conduct reference M.G.L. c. 76, s. 5 and
contain:
a) a nondiscrimination policy that is consistent with M.G.L. c. 76, s. 5, and affirms
the school’s non-tolerance for harassment based on race, color, national origin,
sex, religion, or sexual orientation, or discrimination on those same bases;
b) the school’s procedure for accepting, investigating and resolving complaints
alleging discrimination or harassment; and
c) the disciplinary measures that the school may impose if it determines that
harassment or discrimination has occurred.
Section 504; M.G.L. c. 71, § 37H; 603 CMR 26.08
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
While the four handbooks make references to implementing a manifestation determination when
special needs and 504 students are suspended for a time exceeding ten days, three of the handbooks
(High School, Intermediate Elementary School, Elementary Schools) do not address the use of the
results of the manifestation determination including information that the student will continue to
receive services and will not be suspended if the behavior is a manifestation of the student’s disability.
The handbook indicates that the High School’s withdrawal policies state that the school may withhold
student records and other documents unless all books, instructional materials and other school owned
materials are returned. Handbooks also indicate that although the due process appeals process for
Intermediate Elementary School and the Middle School state that appeals of suspensions of 5-10 days
may be made to the superintendent, it does not state the procedure for this appeal. The Middle
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School’s handbook does not have a procedure for accepting, investigating and resolving complaints
alleging discrimination or harassment. All school handbooks’ due process includes a statement that a
student may return to school after there has been verbal communication between the parent/guardian
and the assistant principal. However, a student may not be excluded from school due to the inactions
of the parent/guardian. All handbooks reference District Policy 1.300 on harassment and bullying,
but they do not provide a means for parents or students to access this policy.
CRITERION
NUMBER
Legal Standard
CR 11A
Designation of coordinator(s); grievance procedures
1. The district has designated one or more staff persons to serve as coordinator(s)
for compliance with its responsibilities under Title IX, Section 504, and (if it
employs 50 or more persons) Title II.
2. The district has adopted and published grievance procedures for students and for
employees providing for prompt and equitable resolution of complaints alleging
discrimination based on sex or disability.
Title IX: 20 U.S.C. 1681; 34 CFR 106.8; Section 504: 29 U.S.C. 794; 34 CFR 104.7;
Title II: 42 U.S.C. 12132; 28 CFR 35.107
Rating: Implemented
District Response Required: No
CRITERION
NUMBER
Legal Standard
CR 12A
Annual and continuous notification concerning nondiscrimination and
coordinators
1. If the district offers vocational education programs, it advises students, parents,
employees and the general public before the beginning of each school year that
all vocational opportunities will be offered regardless of race, color, national
origin, sex or disability. The notice includes a brief summary of program
offerings and admission criteria and the name(s), office address(es), and phone
number(s) of the person(s) designated under CR 11A to coordinate compliance
under Title IX and Section 504.
2. In all cases, the district takes continuing steps to notify applicants, students,
parents, and employees (including those with impaired vision or hearing), as
well as unions or professional organizations holding collective bargaining or
professional agreements with the district, that it does not discriminate on the
basis of race, color, national origin, sex, or disability. This notice, also, includes
the name(s), office address(es), and phone number(s) of the person(s) designated
under CR 11A to coordinate compliance under Title IX and Section 504.
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CRITERION
NUMBER
Legal Standard
3. Written materials and other media used to publicize a school include a notice
that the school does not discriminate on the basis of race, color, national origin,
sex, disability, religion, or sexual orientation.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.6(d); Title IX: 20 U.S.C. 1681; 34 CFR
106.8(a), 106.9; Section 504: 29 U.S.C. 794; 34 CFR 104.8; M.G.L. c. 76, § 5; 603
CMR 26.02(2)
Rating: Implemented
District Response Required: No
CRITERION
NUMBER
Legal Standard
CR 13
Availability of information and academic counseling on general curricular and
occupational/vocational opportunities
Students from linguistic, racial, and ethnic minorities; males; females; homeless
students; and students with disabilities all receive, in grades 7-12, the same
information and academic counseling as other students on the full range of general
curricular and any occupational/vocational opportunities available to them.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(a), (b); Title IX: 20 U.S.C. 1681; 34 CFR
106.31, 106.36; Section 504: 29 U.S.C. 794; 34 CFR 104.4, 104.37(b); Title II: 42
U.S.C. 12132; 28 CFR 35.130; NCLB: Title III, Part A, Sec. 3121(c)(1)(C); Title X,
Part C, Sec. 721; Mass. Const. amend. art. 114; M.G.L. c. 71A, § 7; c. 76, § 5; 603
CMR 26.03
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Interviews with staff at the high school indicate that Limited English Proficient students in grades 812 do not have access to the same information and academic counseling as other students on the full
range of general curricular and any occupational/vocational opportunities available to them. In
particular, guidance counselors and support staff at the guidance office do not have the ability to
communicate with students in a language other than English.
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 62 of 84
CRITERION
NUMBER
Legal Standard
CR 14
Counseling and counseling materials free from bias and stereotypes
To ensure that counseling and counseling materials are free from bias and
stereotypes on the basis of race, color, sex, religion, national origin, sexual
orientation, disability, and homelessness, all counselors:
1. encourage students to consider programs of study, courses, extracurricular
activities, and occupational opportunities on the basis of individual interests,
abilities, and skills;
2. examine testing materials for bias and counteract any found bias when
administering tests and interpreting test results;
3. communicate effectively with limited-English-proficient and disabled
students and facilitate their access to all programs and services offered by
the district;
4. provide limited-English-proficient students with the opportunity to receive
guidance and counseling in a language they understand;
5. support students in educational and occupational pursuits that are
nontraditional for their gender.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(a), (b); EEOA: 20 U.S.C. 1703(f); Title
IX: 20 U.S.C. 1681; 34 CFR 106.31, 106.36; Section 504: 29 U.S.C. 794; 34 CFR
104.4, 104.37; Title II: 42 U.S.C. 12132; 28 CFR 35.130, 35.160; NCLB: Title III,
Part A, Sec. 3121(c)(1)(C); Title X, Part C, Sec. 721; Mass. Const. amend. art. 114;
M.G.L. c. 71A, § 7; c. 76, § 5; 603 CMR 26.04, 26.07(8)
Rating: Implemented
District Response Required: No
CRITERION
NUMBER
Legal Standard
CR 15
Non-discriminatory administration of scholarships, prizes and awards
Scholarships, prizes and awards sponsored or administered by the district are free of
restrictions based upon race, color, sex, religion, national origin, sexual orientation
or disability.
Schools may post or print information regarding private restricted scholarships as
long as no preferential treatment is given to any particular scholarship offered and as
long as the school does not endorse or recommend any such scholarship nor advise
or suggest to a particular student that he or she apply for such a scholarship.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3; Title IX: 20 U.S.C. 1681; 34 CFR 106.31,
106.37; Section 504: 29 U.S.C. 794; 34 CFR 104.4(b)(1)(v); Title II: 42 U.S.C.
12132; 28 CFR 35.130(b)(1)(v); Mass. Const. amend. art. 114; M.G.L. c. 76, § 5;
603 CMR 26.07(7)
Rating: Implemented
District Response Required: No
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 63 of 84
CRITERION
NUMBER
Legal Standard
CR 16
Notice to students 16 or over leaving school without a high school diploma,
certificate of attainment, or certificate of completion
1. Within ten days from a student’s fifteenth consecutive unexcused absence, the
school provides written notice to students age 16 or over and their parents or
guardians. The notice is in English and the family’s native language and states
that the student and the parent or guardian may meet with a representative of the
district within ten days from the date the notice was sent. At the request of the
parent or guardian, the district may consent to an extension of the time for the
meeting of not longer than fourteen days.
2. At the meeting the participants discuss the reasons that the student is leaving
school and alternative educational or other placements. The student and parent or
guardian are told that attendance is voluntary after the student turns 16 but are
also informed of the student’s right to return to school.
3. Any district serving students in high school grades sends annual written notice
to former students who have not yet earned their competency determination and
who have not transferred to another school
a) to inform them of the availability of publicly funded post-high school
academic support programs and
b) to encourage them to participate in those programs.
At a minimum, the district sends annual written notice by first class mail to the
last known address of each such student who attended a high school in the
district within the past two years.
M.G.L. c. 76, §§ 5, 18; St. 1965, c. 741
Rating: Partially Implemented
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
Documentation and interviews indicate that the district does not send an annual written notice to
former students who have not yet earned their competency determination and who have not
transferred to another school.
CRITERION
NUMBER
Legal Standard
CR 17
Screening for vision, hearing and posture
Provision is made for ongoing and periodic screening of all students as required by
the Department of Public Health (vision, hearing, and posture).
M.G.L. c. 71, s. 57
Rating: Implemented
District Response Required: No
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 64 of 84
CRITERION
NUMBER
Legal Standard
CR 17A
Use of physical restraint on any student enrolled in a publicly-funded education
program
1.
The district has developed and implemented staff training at least annually on
the use of restraint consistent with regulatory requirements. Such training
occurs within the first month of each school year and, for employees hired
after the school year begins, within a month of their employment.
2.
The district administers physical restraint on students only when needed to
protect a student and/or a member of the school community from imminent,
serious, physical harm. The district implements restraint procedures
consistent with Department of Elementary and Secondary Education
regulations in order to prevent or minimize any harm to the student as a result
of the use of physical restraint.
3.
The district has developed written procedures regarding appropriate
responses to student behavior that may require immediate intervention. Such
procedures are annually reviewed and provided to school staff and made
available to parents of enrolled students.
4.
The district has developed and implemented reporting requirements and
procedures for administrators, parents and the Department of Elementary and
Secondary Education consistent with the regulations.
5.
The district has developed and implemented any applicable individual waiver
procedures consistent with the regulations.
M.G.L. c. 71, § 37G; 603 CMR 46.00
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Documentation indicates that the district currently does not have a standard parent notice regarding
the district’s restraint policies and procedures. Documentation and interviews also indicate that the
district does not have a system for training newly hired staff on the use of restraints when they start
working after the beginning of the school year.
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 65 of 84
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
VI. FACULTY, STAFF AND ADMINISTRATION
Legal Standard
CRITERION
NUMBER
CR 18
Responsibilities of the school principal
1. Instructional support. The principal in each of the district’s schools promotes
instructional practices responsive to student needs and ensures that adequate
instructional support is available for students and teachers.
2.
3.
4.
5.
Instructional support includes remedial instruction for students, consultative
services for teachers, availability of reading instruction at the elementary
level, appropriate services for linguistic minority students, and other services
consistent with effective educational practices and the requirements of
M.G.L. c. 71B, §2. The principal consults with the Administrator of Special
Education regarding accommodations and interventions for students. Such
efforts and their results are documented and placed in the student record.
Additionally, when an individual student is referred for an evaluation to
determine eligibility for special education, the principal ensures that
documentation on the use of instructional support services for the student is
provided as part of the evaluation information reviewed by the Team when
determining eligibility.
Curriculum Accommodation Plan. The principal implements a curriculum
accommodation plan developed by the district’s general education program
to ensure that all efforts have been made to meet the needs of diverse
learners in the general education program. The plan assists the regular
classroom teacher in analyzing and accommodating diverse learning styles of
all children in the regular classroom and in providing appropriate services
and support within the general education program including, but not limited
to, direct and systematic instruction in reading and provision of services to
address the needs of children whose behavior may interfere with learning.
The plan includes provisions encouraging teacher mentoring and
collaboration and parental involvement. (The plan may be part of a multiyear strategic plan.)
Coordination with special education. The principal with the assistance of the
Administrator of Special Education coordinates the delivery and supervision
of special education services within each school building.
Educational services in home or hospital. Upon receipt of a physician’s
written order verifying that any student enrolled in a public school or placed
by the public school in a private setting must remain at home or in a hospital
on a day or overnight basis, or any combination of both, for medical reasons
and for a period of not less than fourteen school days in any school year, the
principal arranges for provision of educational services in the home or
hospital. Such services are provided with sufficient frequency to allow the
student to continue his or her educational program, as long as such services
do not interfere with the medical needs of the student. The principal
coordinates such services with the Administrator for Special Education for
eligible students. Such educational services are not considered special
education unless the student has been determined eligible for such services,
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 66 of 84
CRITERION
NUMBER
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
VI. FACULTY, STAFF AND ADMINISTRATION
Legal Standard
and the services include services on the student’s IEP.
M.G.L. c. 71, § 38Q ½; 603 CMR 28.03(3)
District Response Required:
Rating: Implemented
CRITERION
NUMBER
CR 18A
No
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
VI. FACULTY, STAFF AND ADMINISTRATION
Legal Standard
School district employment practices
District employment practices in general are free from discrimination on the basis of
race, color, national origin, sex, or disability. In particular, the district’s faculty
salary scales are based on the conditions and responsibilities of employment without
regard to race, color, national origin, sex, or disability, and the district’s employee
recruitment is aimed at reaching all groups, including members of linguistic, ethnic,
and racial minorities, females and males, and persons with disabilities.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(c); EEOA: 20 U.S.C. 1703(d); Title IX: 20
U.S.C. 1681; 34 CFR 106.51-106.61; Section 504: 29 U.S.C. 794; 34 CFR 104.11104.14; Title II: 42 U.S.C. 12132; 28 CFR 35.140; Mass. Const. amend. art 114
District Response Required: No
Rating: Implemented
CRITERION
NUMBER
Legal Standard
CR 20
Staff training on confidentiality of student records
The district trains school personnel on the provisions of the Family Educational
Rights and Privacy Act, M.G.L. c. 71, s. 34H, and 603 CMR 23.00 and on the
importance of information privacy and confidentiality.
FERPA: 20 U.S.C. § 1232g; 34 CFR Part 99; M.G.L. c. 71, § 34H; 603 CMR 23.00,
esp. 23.05(3)
Rating: Implemented
District Response Required:
No
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 67 of 84
CRITERION
NUMBER
Legal Standard
CR 21
Staff training regarding civil rights responsibilities
The district provides in-service training for all school personnel at least annually
regarding civil rights responsibilities, including the prevention of discrimination and
harassment on the basis of students’ race, color, sex, religion, national origin and
sexual orientation and the appropriate methods for responding to it in the school
setting.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3; EEOA: 20 U.S.C. 1703(f); Title IX: 20
U.S.C. 1681; 34 CFR 106.31-106.42; M.G.L. c. 76, § 5; 603 CMR 26.00, esp.
26.07(2), (3)
Rating: Implemented
CRITERION
NUMBER
CR 22
District Response Required:
No
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
VII. SCHOOL FACILITIES
Legal Standard
Accessibility of district programs and services for students with disabilities
In at least one facility within the district, the district makes available and entirely
accessible to students with disabilities all educational and vocational programs and
services offered at each level (preschool, elementary and secondary).
Section 504: 29 U.S.C. 794; 34 CFR 104.21,104.22; Title II: 42 U.S.C. 12132; 28
CFR 35.149, 35.150; Mass. Const. amend. art. 114; 603 CMR 28.03(1)(b)(1)
Rating: Implemented
District Response Required:
No
CRITERION
NUMBER
Legal Standard
CR 23
Comparability of facilities
Where the district provides separate facilities for members of a specific group, those
facilities are comparable to those offered other students in the district, including:
1. separate facilities for disabled, limited-English-proficient or pregnant students
that are comparable to the facilities for other students in the district;
2. separate toilet, locker room, and shower facilities for students of one gender that
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
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Page 68 of 84
CRITERION
NUMBER
Legal Standard
are comparable in size, condition, number and location to those provided
students of the other gender.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(b)(2); Title IX: 20 U.S.C. 1681; 34
CFR 106.33, 106.40(b)(3); Section 504: 29 U.S.C. 794; 34 CFR 104.34(c);
Mass. Const. amend. art. 114; 603 CMR 28.03(1)(b)
Rating: Implemented
CRITERION
NUMBER
District Response Required:
No
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
VIII. PROGRAM PLAN AND EVALUATION
Legal Standard
CR 24
Curriculum review
The district ensures that individual teachers in the district review all educational
materials for simplistic and demeaning generalizations, lacking intellectual merit, on
the basis of race, color, sex, religion, national origin and sexual orientation.
Appropriate activities, discussions and/or supplementary materials are used to
provide balance and context for any such stereotypes depicted in such materials.
M.G.L. c. 76, § 5; 603 CMR 26.05(2)
Rating: Implemented
District Response Required:
No
CRITERION
NUMBER
Legal Standard
CR 25
Institutional self-evaluation
The district evaluates all aspects of its K-12 program annually to ensure that all
students, regardless of race, color, sex, religion, national origin, limited English
proficiency, sexual orientation, disability, or housing status, have equal access to all
programs, including athletics and other extracurricular activities. It makes such
changes as are indicated by the evaluation.
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Page 69 of 84
CRITERION
NUMBER
Legal Standard
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(b)(2); EEOA: 20 U.S.C. 1703(f); Section
504: 29 U.S.C. 794; 34 CFR 104.4(b)(4); Title II: 42 U.S.C. 12132; 28 CFR
35.130(b)(3); NCLB: Title III, Part A, Sec. 3121(c)(1)(C); Title X, Part C, Sec.
722(g)(1)(J)(i), 722(g)(7); Mass. Const. amend. art. 114; M.G.L. c. 71A, § 7; c. 76, §
5; 603 CMR 26.07(1),(4)
Rating: Implemented
CRITERION
NUMBER
District Response Required:
No
CIVIL RIGHTS METHODS OF ADMINISTRATION (CR)
AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS
IX. RECORD KEEPING
Legal Standard
CR 26A
Confidentiality and student records
1. In accordance with federal and state requirements, the district protects the
confidentiality of any personally identifiable information that it collects, uses
or maintains.
2. The district maintains and provides access to student records in accordance
with federal and state requirements.
FERPA: 20 U.S.C. § 1232g; 34 CFR Part 99; M.G.L. c. 71, § 34H; 603 CMR 23.05,
23.07
Rating: Implemented
District Response Required: No
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 70 of 84
ENGLISH LEARNER EDUCATION
LEGAL STANDARDS,
COMPLIANCE RATINGS AND
FINDINGS
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 71 of 84
CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
I. ASSESSMENT OF STUDENT PROGRESS
Legal Standard
ELE 1
Annual Assessment
1. The district annually assesses the English proficiency of all limited English
proficient (LEP) students.
2. The following tests selected by the Massachusetts Board of Elementary and
Secondary Education are administered annually by qualified staff to students who
are English learners:
(a) the Massachusetts Comprehensive Assessment System (MCAS) in
grades 3-12; and
(b) the Massachusetts English Proficiency Assessment (MEPA) in
grades 3-12, and the Massachusetts English Language Assessment
– Oral (MELA-O) in grades K-12.
Authority: NCLB, Title I and Title III; M.G.L. c. 71A, § 7; 603 CMR 14.02
District Response Required: Yes
Rating: Partially Implemented
Department of Elementary and Secondary Education Findings:
The review of student records indicates that copies of MCAS and MELA-O results are sometimes
missing from students’ English Language Learner files.
CRITERION
NUMBER
Legal Standard
ELE 2
MCAS
Limited English proficient students participate in the annual administration of the
MCAS (Massachusetts Comprehensive Assessment System) exam as required
and in accordance with Department guidelines.
Authority: NCLB, Title I, Title VI; M.G.L. c. 69, § 1I; c. 71A, § 7
District Response Required:
Rating: Implemented
No
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 72 of 84
CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
II. STUDENT IDENTIFICATION AND PLACEMENT
Legal Standard
ELE 3
Initial Identification
The district uses qualified staff and appropriate procedures and assessments to
identify students who are limited-English-proficient and to assess their level of
English proficiency in reading, writing, speaking, and listening.
Authority: Title VI; EEOA; M.G.L. c. 71A, §§ 4, 5; 603 CMR 14.02; M.G.L
c. 76, § 5; 603 CMR 26.03
Rating: Partially Implemented
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that copies of initial assessments and home language surveys
are sometimes missing from the students’ ELL files.
CRITERION
NUMBER
Legal Standard
ELE 4
Waiver Procedures
1. Waivers may be considered based on parent request, providing the parent
annually visits the school and provides written informed consent. Parents
must be informed of their right to apply for a waiver and provided with
program descriptions in a language they can understand.
2. Students who are under age 10, may only be granted waivers if (a) the
student has been placed in an English language classroom for at least 30
calendar days, (b) the school certifies in no less than 250 words that the
student “has special and individual physical or psychological needs, separate
from lack of English proficiency” that requires an alternative program, and
(c) the waiver is authorized by both the school superintendent and principal.
All waiver requests and school district responses (approved or disapproved
waivers) must be placed in the student’s permanent school record. For
students under age 10, both the superintendent and the principal must
authorize the waiver, and it must be made under guidelines established by,
and subject to the review of the local school committee. These guidelines
may, but are not required to, contain an appeals process. Students who are
over age 10 may be granted waivers when it is the informed belief of the
school principal and educational staff that an alternative program would be
better for the student’s overall educational progress.
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Page 73 of 84
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Legal Standard
3. Students receiving waivers may be transferred to an educationally
recognized and legally permitted English language learner program other
than a sheltered English immersion or two-way bilingual program. See 603
CMR 14.04 and ELE 5.
Authority: M.G.L. c. 71A, § 5; 603 CMR 14.04(3)
District Response Required:
Rating: Implemented
No
CRITERION
NUMBER
Legal Standard
ELE 5
Program Placement and Structure
1. The district places LEP students in
a. “sheltered English immersion” (SEI) classrooms (SEI has two
components, English as a Second Language (ESL)/English
Language Development (ELD) instruction and sheltered content
instruction as described in M.G.L. c. 71A, §§ 2 and 4); or
b. “two-way bilingual” classrooms, in which students develop language
proficiency in two languages by receiving instruction in English and
another language in a classroom that is usually comprised of an
equal number of proficient English speakers and proficient speakers
of the other language; or
c. (for kindergarten students) either a sheltered English immersion, twoway bilingual, or an English-only language general education
classroom with assistance in English language acquisition,
including, but not limited to, ESL; or
d. (as a result of an approved waiver) bilingual education or another
educationally recognized and legally permitted English language
learner program, in which the students are taught all courses
required by law and by the school district.
2. Regardless of the program model, districts provide LEP students with content
instruction that is based on the Massachusetts Curriculum Frameworks.
3. Regardless of the program model, districts provide ESL/ELD instruction that is
based on the English Language Proficiency Benchmarks and Outcomes.
4. The district uses assessment data to plan and implement educational programs
for students at different instructional levels.
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
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Page 74 of 84
CRITERION
NUMBER
Legal Standard
Authority: Title VI; EEOA; M.G.L. c. 71A, §§ 2, 4, 7
District Response Required:
Rating: Partially Implemented
Yes
Department of Elementary and Secondary Education Findings:
The content instruction that LEP students receive throughout the district is based on the appropriate
Massachusetts Curriculum Framework. It is unlikely that most LEP students receive sheltered content
instruction as the majority of content teachers have not completed SEI Professional Development.
Classroom observations did not show a consistent use of sheltering strategies. (see ELE 14).
LEP students in Marlborough have designated ESL class time in amounts that are in accordance with
the June 2005 guidance document, “Using MEPA Results to Plan SEI Instructional Programming”
with the exception of intermediate students at the middle school, who receive at least two hours a
week of ESL classes. This falls below the recommended amount of ESL instruction for intermediate
students of 1-2 hours per day.
In the majority of the seven ESL classes observed, class time did not address the four modalities of
listening, speaking, reading, and writing that define ESL instruction. There were few, if any, instances
of students speaking or writing. in most of these classes. The district does not have an ESL
curriculum that is based on the English Language Proficiency Benchmarks and Outcomes (ELPBO).
Finally, it should be noted that there are many students at the high school with limited formal
schooling, but no curriculum has been developed for these students.
CRITERION
NUMBER
Legal Standard
ELE 6
Program Exit and Readiness
1. The district does not re-designate a student from Limited English Proficient
(LEP) to Formerly Limited English Proficient (FLEP) until he or she is deemed
English proficient and can participate meaningfully in all aspects of the district’s
general education program without the use of adapted or simplified English
materials.
2. Districts do not limit or cap the amount of time in which an LEP student can
remain in a language support program. An LEP student only exits from such a
program after he or she is determined to be proficient in English.
Authority: Title VI; EEOA; M.G.L. c. 71A, § 4
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
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Page 75 of 84
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Legal Standard
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
District document review and staff interviews indicate that the district does not limit or cap the
amount of time a limited English proficient (LEP) student can continue a language support program.
Decisions concerning the re-designation of LEP students to formerly limited English proficient
(FLEP) are made by the ELL Resource Specialist at each building, in conjunction with the building
principal. Although the same indicators (MEPA scores, MELA-O scores, and teacher
recommendations) are used across the district to determine whether or not an LEP student is ready to
be re-designated as FLEP, interviews indicated that there is a lack of uniformity in the specific
performance criteria and procedures necessary for re-designation.
CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
III. PARENTAL INVOLVEMENT
Legal Standard
ELE 7
Parent Involvement
The district develops ways to include parents or guardians of LEP students in
matters pertaining to their children’s education.
Authority: Title VI; EEOA
Rating: Implemented
CRITERION
NUMBER
District Response Required:
No
ENGLISH LEARNER EDUCATION
IV. CURRICULUM AND INSTRUCTION
Legal Standard
ELE 8
Declining Entry to a Program
The district provides English language support to students whose parents have
declined entry to a sheltered English immersion, two-way bilingual, or other
ELE program.
Authority: Title VI; EEOA; M.G.L. c. 71, §38Q1/2
District Response Required:
Rating: Implemented
No
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
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Page 76 of 84
CRITERION
NUMBER
Legal Standard
ELE 9
Instructional Grouping
1. The district only groups LEP students of different ages together in
instructional settings if their levels of English proficiency are similar.
2. The district’s grouping of students ensures that LEP students receive
effective content instruction at appropriate academic levels and that
ESL/ELD instruction is at the appropriate proficiency level and based on
the English Language Proficiency Benchmarks and Outcomes.
Authority: Title VI; EEOA; M.G.L. c. 71A, § 4
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
District documents, classroom observations, and interviews indicate that limited English proficient
(LEP) students are grouped by appropriate grade levels for sheltered content instruction. Interviews
and classroom observations showed that LEP students are grouped appropriately for ESL instruction
at the high school.
However, at the elementary level, student groupings for ESL instruction vary from school to school
and students of different proficiency levels are sometimes grouped for ESL instruction. At the middle
school, LEP students are grouped by proficiency level for ESL instruction; however, two different
groups at different proficiency levels may be assigned to receive ESL instruction from the same
teacher at the same time.
CRITERION
NUMBER
Legal Standard
ELE 10
Parental Notification
1. Upon placement in any ELE program, and annually thereafter, a notice is
mailed to the parents or guardians written in the primary/home language as well
as in English, that informs parents of:
(a) the reasons for identification of the student as Limited English Proficient
(LEP);
(b) the child’s level of English proficiency;
(c) program placement and/or the method of instruction used in the program;
(d) how the program will meet the student’s educational strengths and needs;
(e) how the program will specifically help the child learn English;
(f) the specific exit requirements; and
(g) the parents’ right to apply for a waiver (see ELE 4), or to decline to enroll
their child in the program (see ELE 8).
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Page 77 of 84
CRITERION
NUMBER
Legal Standard
(All districts need to comply with a-c and g. Title III districts must comply
with a-g. Title III districts must send parental notification no later than 30 days
after the beginning of the school year.)
2. The district provides to parents and guardians of LEP students, report cards,
and progress reports in the same manner and with the same frequency as
general education reporting. The reports are, to the maximum extent possible,
written in a language understandable to the parent/guardian.
Authority: NCLB, Title III; M.G.L. c. 71A, § 7; 603 CMR 14.02
Rating: Partially Implemented
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that not all student records have annual parental notifications
in their ELL files. Progress reports for English Language Development instruction are not always
sent to parents. The review of student records and interviews also indicate that progress reports on
ELD instruction are not always translated nor are report cards at the Middle and High School.
CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
V. STUDENT SUPPORT SERVICES
Legal Standard
ELE 11
Equal Access to Academic Programs and Services
1. The districts does not segregate LEP students from their English-speaking
peers, except where programmatically necessary, to implement an English
learner education program.
2. The district ensures that LEP students participate fully with their Englishspeaking peers and are provided support in non-core academic courses.
3. The district ensures that LEP students have the opportunity to receive
support services, such as guidance and counseling, in a language that the
student understands.
4. The district ensures that LEP students are taught to the same academic
standards and curriculum as all students, and provides the same
opportunities to master such standards as other students, including the
opportunity to enter academically advanced classes, receive credit for
work done, and have access to the full range of programs.
5. The district uses grade appropriate content objectives for LEP students
that are based on the district curricula in English language arts, history
and social science, mathematics, and science and technology/engineering,
taught by qualified staff members.
6. Reserved
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CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
V. STUDENT SUPPORT SERVICES
Legal Standard
7. The district provides access to the full range of academic opportunities
and supports afforded non-LEP students, such as special education
services, Section 504 Accommodation Plans, Title I services, career and
technical education, and the supports outlined in the district’s curriculum
accommodation plan.
8. Information in notices such as activities, responsibilities, and academic
standards provided to all students is provided to LEP students in a
language and mode of communication that they understand.
Authority: Title VI; EEOA; M.G.L. c. 71, § 38Q1/2; 603 CMR 28.03(3)(a);
c.
71A, § 7; c. 76, § 5; 603 CMR 26.03; 603 CMR 26.07(8)
Rating: Implemented
District Response Required:
No
CRITERION
NUMBER
Legal Standard
ELE 12
Equal Access to Nonacademic and Extracurricular Programs
1. The district provides appropriate support, where necessary, to limited English
proficient students to ensure that they have equal access to the nonacademic
programs and extracurricular activities available to their English-speaking peers.
2. Information provided to students about extracurricular activities and school
events is provided to LEP students in a language they understand.
Authority: Title VI; EEOA; M.G.L. c. 76, § 5; 603 CMR 26.06(2)
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Documents and interviews indicate that not all information provided to students at the high school,
about extracurricular activities and school events, is provided to LEP students in a language they
understand.
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CRITERION
NUMBER
Legal Standard
ELE 13
Follow-up Support
The district actively monitors students who have exited an English learner
education program for two years and provides language support services to
those students, if needed.
Authority: Title VI; EEOA; NCLB, Title III
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
Interviews indicate that the high school does not actively monitor students who have exited an English
learner education program for two years.
Interviews and record reviews indicate that most Limited English Proficient students at the Middle
School and High School that have qualified for Special Education no longer receive English
Language Development/ESL services and are not re-designated from Limited English Proficient
(LEP) to Formerly Limited English Proficient (FLEP) until he or she is deemed English proficient.
CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
VI. FACULTY, STAFF AND ADMINISTRATION
Legal Standard
ELE 14
Licensure Requirements
1. Reserved.
2. Teachers and educational staff who teach limited English proficient students
hold the appropriate licenses or current waivers issued by the Department of
Elementary and Secondary Education. Districts have certified and qualified
staff in their ELE program.
3. If any district has a director of English language learner programs who is
employed in that position for one-half time or more, that director has a
Supervisor/Director license and an English as a Second Language,
Transitional Bilingual Education, or English Language Learners license.
4. If a district with 200 or more LEP students has a director of English
language learner programs, that director has an English as a Second
Language, Transitional Bilingual Education, or English Language Learners
license even if he or she is employed in that position for less than one-half
time.
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Page 80 of 84
CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
VI. FACULTY, STAFF AND ADMINISTRATION
Legal Standard
Authority: Title VI; EEOA; M.G.L. c. 71, § 38G; St. 2002, c. 218, § 25
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
District documentation showed that thirteen of the eighteen teachers assigned to teach ESL hold the
appropriate license. Interviews and classroom observations indicate that in some instances teachers
who are not licensed to teach ESL, including teachers with a TBE license and ESL paraprofessionals,
are sometimes responsible for teaching ESL classes.
Content teachers of LEP students in grades K-12 have appropriate licenses. However, few content
teachers have completed all four categories of Sheltered English Immersion Professional
Development (SEI PD) as outlined in the June 2004 Commissioner’s memorandum. Therefore, many
of the teachers who provide content instruction to LEP students do not possess the appropriate skills
and knowledge to effectively shelter content. Additionally, content classroom observations did not
consistently show evidence of the use of sheltering techniques.
There are over 500 LEP students in the district, but there is no ELL director at this time. The Director
of Pupil Services has been given responsibility for overseeing ELE programming in the district.
CRITERION
NUMBER
Legal Standard
ELE 15
Professional Development Requirements
District schools with LEP students implement a professional development plan
that provides teachers and administrators with high quality training, as prescribed
by the Department, in (1) second language learning and teaching; (2) sheltering
content instruction; (3) assessment of speaking and listening; and (4) teaching
reading and writing to limited English proficient students. The school provides
training opportunities to teachers of LEP students that ensure the progress of LEP
students in developing oral comprehension, speaking, reading, and writing of
English, and in meeting academic standards.
Authority: NCLB, Title III
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CRITERION
NUMBER
Legal Standard
Rating: Partially Implemented
District Response Required:
Yes
Department of Elementary and Secondary Education Findings:
The district has submitted a professional development plan that provides for training in the skills and
knowledge as described in the June 2004 Commissioner’s Memorandum. The plan includes a specific
timeline for implementation but does not target particular schools, content areas, or grade levels for
teacher training.
Interviews suggest that teachers are unclear about the Commissioner’s guidance regarding the four
categories of training and the qualifications for teaching content to LEP students. Many content
teachers interviewed were also not aware of current or future opportunities to participate in SEI PD.
CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
VII. SCHOOL FACILITIES
Legal Standard
ELE 16
Equitable Facilities
The district ensures that LEP students are provided facilities, materials and
services comparable to those provided to the overall student population.
Authority: Title VI; EEOA; M.G.L. c. 76, § 5; 603 CMR 26.07
District Response Required:
Rating: Partially Implemented
Yes
Department of Elementary and Secondary Education Findings:
Onsite observations and interviews indicate that one of the ELL classrooms at the Richer Elementary
School is not at least equal in size to the regular education classrooms.
CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
VIII. PROGRAM PLAN AND EVALUATION
Legal Standard
ELE 17
Program Evaluation
The district conducts periodic evaluations of the effectiveness of its ELE program
in developing students’ English language skills and increasing their ability to
participate meaningfully in the educational program. Where the district
documents that the program is not effective, it takes steps to make appropriate
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CRITERION
NUMBER
ENGLISH LEARNER EDUCATION
VIII. PROGRAM PLAN AND EVALUATION
Legal Standard
program adjustments or changes that are responsive to the outcomes of the
program evaluation.
Authority: Title VI; EEOA
Rating: Implemented
CRITERION
NUMBER
District Response Required:
No
ENGLISH LEARNER EDUCATION
IX. RECORD KEEPING
Legal Standard
ELE 18
Records of LEP Students
LEP student records include:
(a) home language survey;
(b) results of identification and proficiency tests and evaluations,
including MELA-O, MEPA, MCAS, or other tests chosen by the
Board of Elementary and Secondary Education and the district;
(c) information about students’ previous school experiences;
(d) copies of parent notification letters, progress reports and report
cards (in the native language, if necessary);
(e) evidence of follow-up monitoring (if applicable);
(f) documentation of a parent’s consent to “opt-out” of English learner
education, if applicable;
(g) waiver documentation, if applicable; and
(h) Individual Student Success Plans for students who have failed
MCAS, if the district is required to complete plans for non-LEP
students.
Authority: Title VI; EEOA; M.G.L. c. 69, § 1I; c. 71A, §§ 5, 7; 603 CMR
14.02, 14.04
Rating: Partially Implemented
District Response Required: Yes
Department of Elementary and Secondary Education Findings:
The review of student records indicates that home language surveys, MELA-O results, MCAS results,
annual parental notification letters, English Language Development progress reports and evidence of
follow-up monitoring are not always found in all students’ ELL files.
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
Page 83 of 84
Coordinated Program Review Final Reports are available at:
http://www.doe.mass.edu/pqa/review/cpr/reports/.
Profile information supplied by each charter school and school district, including information for
individual schools within districts, is available at
http://profiles.doe.mass.edu/.
SE, CR, ELE – 2008.doc
File Name:
Marlborough Public Schools Coordinated Program Review Report
2008.doc
Last Revised on:
May 22, 2008
Prepared by:
PA/GH
Massachusetts Department of Elementary and Secondary Education – Program Quality Assurance Services
Marlborough Public School District Coordinated Program Review Report – May 22, 2008
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